How to teach medical/dental students.pptx

How to Teach
Medical/Dental
Students ?

Definition of Effective Lecture:
• Lecture should be used and is most effective
when it presents information students can not
learn on their own.
• Information that is complex and difficult to
understand that needs to be organized in ways
that make it clear and reasonable for students to
grasped should be lectured
• The most effective tools for helping students to
understand are the use of analogies, metaphors,
similes and examples to represent concrete
images that connect to the students background.
www.brainybetty.com 2

Eight Steps to Active Lecturing:
• Know your audience (students)
• Have a map to follow (lecture outline)
• Grab the students’ attention (have a beginning)
• Recognize students’ attention span
• Plan an activity for students (have a middle)
• Use visual aids/voice and movements
• Have a conclusion (an end)
• Have students do something with the lecture material
(accountability)

Step One—Know Your Audience
• Know students names
• Know their learning styles—they probably do not learn the way you do.
• Know their attention span limits
• Know why they are taking the course
• Know their background knowledge (content and/or skills)
Build Community in the Classroom
• Students need to feel safe, valued and challenged
• Let them know diverse perspective are encouraged and valued
• Generative in nature—choice is given to students when ever possible
(Zimmerman 1994)
• Recognition that learning is a social process as well as an individual
process (How People Learn, 2000)

Step 2—Have a Map to Follow
• Be guided by the underlying principles of the course, the
most important cognitive functions and the most important
content
• Significant Questions that the course will answer (Project
Zero, Harvard School of Education)
• A daily lecture outline that:
1. provides a meaningful context for the lecture material
2. provides an organization to the lecture material
3. provides a visual outline of the lecture

Step 3—Grab the Students’ Attention
• a. Every lecture needs a beginning that does some of the
following:
• engages the audience
• prepares the audience
• builds curiosity
• creates challenge
• states a question
• offers a problem
• outlines the audience’s role
• sets expectations
• b. The first five minutes of attention are the best five minutes—
use them wisely

• c. Attention Grabbers
• personal experience
• story
• joke/cartoon
• challenge/problem/question
• tests or quizzes
• the unpredictable
• dress/movement/voice
• surprises
• d. Give the homework or other important out of class information at the
beginning of class

Step 4—Recognize the Attention Span(s) of Students
• Recent research at the National Institute of Mental Health
conducted by Peter Jensen concluded, "Extensive exposure to
television and video games may promote development of brain
systems that scan and shift attention at the expense of those that
focus attention."
• Secondly, the earlier children acquire a passive TV habit, the more
likely attention span will not develop normally.
• Since the images change rapidly so does the shift of the child's
attention.( Vincent Ruggerio, A Guide to Critical Thinking)
• Contrast this externalized control of attention with the internal
control required while participating in a self-directed play activity.
The child, not a scriptwriter or producer, determines how long he
or she will attend to individual tasks.
• The current generations’ expectation is to be entertained—saying
they should not be this way is not the answer.

Step 5—Plan an Activity for the Students in the Middle of the
Lecture
• Break up lecture by using small 2-3 person groups to write,
discuss, summarize , solve a problem related to the lecture
• Have students rise up and stretch at the mid-point of the lecture
• Lecture with an end of class quiz every day—research has shown
this to raise long term retention of course material
• Have students prepare study questions before lecture and then
discuss them at the mid point of the lecture for 10 minutes
• Have a Question Box in the class with discussion topics related to
the lecture—pull one or two out at the mid point and have a 10
minute discussion
• Have students write a test question or a study guide question
• The key is that the activity is meaningful and relates to
understanding the lecture material.

Step 6—Use Visual Aids/Voice and
Movement to Hold Attention
• They should attract and hold the students’
attention.
• Should aid the organization, illustration and
clarification of the lecture.
• Should encourage active thought—but not
distraction.
• Should increase the effectiveness and
efficiency of the presentation.

• When Using Visual Aids Don’t…
• Don’t talk to your slides—all the audience will know about
you is the back of your head.
• Let the slides speak for themselves. Don’t read the slides
word-for-word. It will bore the students and is redundant.
• Limit the amount of information on any slide.
• Pause after highlighting points on a slide. Give students
time to absorb the information
• A lecture is not an exercise in note taking—students should
not spend time writing large amounts of information from
overheads or slides—when students are writing they are
not listening
• Remember you are the central force behind your lecture
not your slides

Voice
• Not many of us are motivational speakers—but we don’t have to be boring
• In planning the lecture include thinking about where you can use your voice
for emphasis, demonstration, exaggeration, surprise etc.
• Students sitting in the back should be able to hear you clearly
• Use your voice as an attention getting tool
• Don’t talk to the black/white board
Movements
• The average TV commercial changes the camera angle (and therefore the
focus of the viewer) 15-30 times in 30 seconds.
• Students today are conditioned to expect changes in their viewing focus.
• The location of where we hear information
• (Episodic memory) is one of many memory aids students can use.
• Location in the classroom can force students to pay closer attention—
especially if you are standing right next to them.

Step Seven—Have a Conclusion
• Lectures should be planned to have an ending—not just a last
word for that day
• The ending could include:
a. A summary of the days main points
b. A recap of the questions that were answered that day
c. The solution to the problem for that day
d. An activity for the students
• - A one sentence summary
- A written accounting of the most important point/or most
confusing point
- A one question quiz
• e. Listing of test worthy information from that days lecture
f. A chance for students to ask questions

Step Eight—Have Students Do Something with the Lecture
Material
• Current memory research indicates that most learning
occurs OUTSIDE the classroom when students read, reflect, write
or experience the information given in lecture.
• The sooner and more often students engage with the material the
more likely they will learn it.
• Example—For most students a minimum of 3-5 uses of semantic
information is needed for that information to form long-term
memories. (Sprenger 1999)
1. What should students do?
2. Write summaries of the lecture material
3. Make mind maps of the information
4. Answer question about the information
5. Prepare for a quiz on the information
6. Make up test question from the information
7. Writing in a journal
• The key is if they use it they can better retain it and relate it to the
new information they will be given—if not it will not form long-term
memories

Final Tips
• As you lecture stop to check students’ comprehension—the one who does
the talking does the learning—hear from your students.
• Keep the presentation fresh—vary your classroom routine—a certain degree
of unpredictability is a positive motivator.
• Use a multitude of tools to enhance your lectures—role play, guest
speakers, video, websites, demonstrations.
• Decide in advance when you will take questions and what you will do with
questions that require long explanations or are questions not share by many
in the class—some can be handled by e-mail.
• Focus on “what concepts need to be taught not what concepts do the
students need to know.”
• Limit lecture to 4-5 main points—too much information will result in less
understanding not more.
• Write your test questions the same day you give the lecture to increase
accuracy of test questions.

The Final, Final Tip
• Fill your lectures with analogies, metaphors and
examples that are real world so they can connect to
the students’ backgrounds
• The brain is an analog processor, meaning
essentially, that it works by analogy and metaphor. It
relates whole concepts to one another and looks for
similarities, differences, or relationships between
them. It does not assemble thoughts and feelings
from bits of data (Sylwester 1999)

Teacher teaches:
• Teacher is one who teaches by any
method.
• Teachers have a variety of objectives
which cannot all be achieved by
lecturing.
• The art of teaching is to help students
make links.
17

18
Lectures & Lecturers:
• Lecturing is an art .
• Acquired by practice rather than reading
books.
• New lecturers can use research results on
this subject into practice while giving
lectures.
• General Rating scale: lecturers will do
well if they please more than half their
audience.

Do lectures have any strong objectives?
1. The acquisition of information.
2. The promotion of thoughts
3. Changes in attitudes
4. Behavioral skills.
19

The acquisition of information:
• Introducing and opening up a subject & the
provision of a framework for reading.
• Could be coordinated with PRACTICAL work
(for us clinical practice ).
• It was economic of staff time and cover more
ground than a tutorial or seminar.
20

• Important is what the students learn from the
lecture.
• Effectiveness of lecturers in turn depends on
their techniques
• Careful relationship of lecture material to
required reading is important aspect of a
lecturers preparation.

Are there any book of rules for lectures?
• There can be no book of rules
for lectures.
22

• But a fresh lecturer should go through a lot of preparations

Lecturer lectures
• A lecturer is one who ‘lectures’.
• Common method when teaching adults
• In politics called speeches
• Churches called sermons
• Most of us can remember a few lectures that
stood out and influenced us as students
• 41 % thought lectures should stimulate
independent work
24

• Lectures should contain:
1. Information
2. A frame work
3. Methods of approaching the subject
4. Sources of references
5. Stimulating student interest should not
normally be the major objective, Because the
method is relatively ineffective for this
purpose.

• Lecturing alone is not enough.
• Its like practicing carpentry with
chisels and finally asking them to do
work with higher instruments.

• Words such as seminar and
tutorial mean different things in
different institutions.
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Lecture is one of the teaching methods.
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1. To convey information
2. To promote thoughts
3. To change & develop attitudes.

An effective lecture ,is there any technique or method?
• Answer depends on what is to be used for.
• Comparissons of effectiveness of the lecture method with other
teaching methods
• To convey information, but it cannot be used effectively on its
own to promote thought or to change and develop attitudes
,without variations in the usual lecture techniques.
• Individual lecturers lectures differ :the lecturers technique are as
important as their selection of an appropriate method. This raises
the question of choosing techniques to make a lecture effective.
• What techniques make a lecture effective?
29

Factors influencing Memory
• Memory entails three processes:encoding,storage and
retrieval.
• Two kinds of memory: short term memory and long term
memory
• Evidence for kinds of memory:
• Structural changes which were preserved in spite of
freezing.Ext animals brain was frozen and yet it retained
skills it had learned before the period of freezing.

• Content of memories: short term
memories are temporary.
• The retrieval of long term memories may
be a process ,but their content is
determined by neural structures.
• How are thoughts held longer than 3-4
seconds?
• Extra motivational energy makes some
neuronal pathways go in circles or
loops,that activates other areas of the
brain as they go.

• This spreading activation is the very
essence of creativity, thought and
higher education.
• In this way new concepts are
associated and distinguished.
• In short term memory one associates
acoustically
• In long term memory one associates
according to meaning of words.

Processing when listening to lectures?
• What happens when students listen to
lectures?
• Brain is an information processor.
• One process stimulates another.
• First they hear the sound of lecture,
speed, accent and pitch is considered.
Then it undergoes auditory analysis of
sensory data.

Hear sounds
Auditory analysis
Matching with
auditory store of
words Linking words
and images to
concepts
Storing
long term
links
Matching with an
visual store of
words
Linking and
distinguishing associated
stored concepts
Sees written material
Visual analysis
Selection and
sequencing of individual
letters
Movements for writing
Movements for speech
Selecting and
sequencing of
individual speech
sounds
Matching with store of
sub vocal words
available to be spoken
Matching with store of
word available to be
written

Factors affecting forgetting:
• Retroactive interference: Students
may learn certain facts in one lecture
and memory of this lecture tends to
interfere with the second lecture
• Proactive interference occur when
the first lecture interferes.

• Trying to learn too much causes to forget.
Learn more when the information density
is not too high.
• Note taking may interfere with listening
capacity .So some lecturers wont allow
taking notes and some students refuse to
take notes.
• Repression is people forget what they do
not want to remember.

Factors aiding memory
• Meaningfullness:How far it fits in with
the ideas. This is why the meaning
fullness of what is taught is so important
in teaching
• Simple language is important to justify
very simple and careful preparation.
• Need to get down to students level and
start where they are.

• Whole versus part learning
• Organisation:arrange subject matter in logical
way: easier to understand as a whole
• Repetition: if there is no learning from the first
presentation ,repetition does not help.
• Feed back:
• Arousal
• Transfer of learning: positive transfer of
learning :easier to learn because it is similar to a
previous exeprience.

• Negative transfer of learning:if the memory of
first hinders the memory of second.

Factors affecting students attention:
• The effects of arousal:
• Factors affecting student arousal
Variations in stimulation in the learning
situation.
• The students arousal regimes during
periods of teaching
• Students daily work/rest regime.
• Students physical environment and bodily
condition.

Motivating students:
• Enthusiasm from the lecturer
• Dynamism using behaviours such as
gestures, eye contact, vocal inflections
and speaking without reading a script.
• Students take more notes and taking notes
results in more lerning,when the lecturing
is enthusiastic.

Lecture Organization:
• Two common forms of organization that
lecturers frame to take.
• If the organization of the lecture is made
by the lecturer to organize information,
then the lecture will become more
interesting for the students.

Lecture Organization
• Common forms of lecture organization:
A) Hierarchic forms: Most common basic form.
Different points of information are grouped
together with a unifying feature as a heading.
Different points of information are grouped
together with a unifying feature as heading.
B) Chaining.
C) Variation and other complex forms.

• Signals must be recognized and
understood by the students particularly
when they are trying to take notes.
• Non verbal signals: not the appearance
of lecturer.
• Normal conversations takes place within
a range of 2-15 ft.

• Non verbal signals: people are not sitting
in the first few rows shows they are not
interested.
• Non verbal signals include; body
ppositions,gesture,facial expression, eye
gaze.
• Non verbal communication mainly
conveys feelings
• More powerful than words

• If a lecturer says something pleasant in an
unpleasant way ,or says some thing unpleasant in
a pleasant way it is said more influential on how
it is perceived
• Students appreciate lecturers who can
breakdown emotional barriers.
• Moving in front of the lectern, using
conversational language, engaging eye contact
with individuals longer than a glance and giving
oppurtunities for audience participation ar all the
ways to decrease emotional distance.

• Linguistic factors such as sentence
length,ambiguity,the amount of
information contained in a sentence
,extend of redundancy its predictability
and paralinguistic factors such as facial
expression and gestures
• Non linguistic factors such as
rhythm,stress,background noise and
lecturers reliance upon non verbal signals
when students have their heads down
write g notes

• The purpose of forms and signals is to
show
• Making a point in a lecture :need
consideration during preparation.
• Effectiveness of the lecture depends upon
the way these elements are combined.
• And the skills in combing them can be
learned.

• Students don’t understand what u r
teaching:
• Two choices
• Check what does your audience
know already, and how can I use
that as a starting point.
• Point out the areas of difficult points
and explain that area in great detail.

• While giving lecture ,you noticed a few
points seem difficult for the audience to
understand, mark them on your notes.
• Work out how they could be better
explained.
• Using analyzing links and assumptions
• Then expand your lecture accordingly so
that your explanation will be more lucid
next time.

Reasons for Note taking in lectures
• Aid memory during the lecture
• Aid revision
• To see developing structures of a topic
• Relate and reorganize during further study
• To select what is important
• To know what has to be learned
• To maintain attention
• To provide evidence of attention

Helping students t take notes
• Advice to lecturers
• Advice to give students
• Teaching note –taking skills

• The content of the lecture often
indicates which aspect students
should select for further study.
• Note taking sometimes interferes
with understanding of lectures
presumably because the attention
was divided.

• It seems likely that note taking
maintains and even improves
attention for a while ,but thereafter
the benefits may be small or even
negative.

Handouts
• Purpose: teaching objectives
• Information, lecture guide(need not give a week
beore;beginning of a lecture is enough), to save
note taking, to stimulate thought, to guide and
stimulate reading
• Preparation and use: stages in
preparation,paper,layout,timing,availability,insur
ing their use.

• A lecture should contain: outlines
such lecturers will do better.

Lecture styles
• Study of lecturing styles is in its infancy. It
should be student centered and subject oriented.
• 3 lecture styles:reading,rhetorical and
conversational.
• Personality factors would be determinants of
lecture style.
• Common sense.

Evaluation of lectures
• Make a preliminary enquiry
• Get a professional help to observe
and describe.
• Students opinions
• Assessment of learning objectives
achieved

• Presentation of information /lecture method is
no better than any other and is less effective for
the promotion of thought and for changing
attitudes
• Openings ,organiztion,audio visual aids ,creating
interest and global ratings

• The skills most easily acquired is the use of
examples appropriate vocabulary, diagrams
audiovisual and other materials summarizing
,selecting appropriate content focusing attention
on important points ,setting the stage for the
explanation and repeating main points.
• The least learnable features were changes in the
lecturers style, verbal fluency, the elimination of
digressions, use of metaphors and explaining
links and displays of enthusiasm, flexibility and
interest

What is the objective in lecturing on potentially
malignant lesions ?
• Here the objective is to make the
students think.
• The knowledge of how to go about them
is important than a knowledge of
principles to be used.
• If the students are told about the principles
of the subject then the students know
how to use them.

• Students should use to apply the
principles to solve the problems and
discover the solutions.
• Teach students what they need to know
,not something different.
• Students who were given guidance in
methods of thinking were better at
thinking .
• These things cannot be done if the
lecturer cannot have clear objectives.

Speed of the lecture:
• Slower the lecture speed more the
students gain knowledge

• On a lecture on medicine, the
lecturer may point out needs of
the patient to arouse certain
motives in the student.
• Attitudes may be formed when
these motives are associated
with the information and
techniques taught.

Rough preparation of lecture: tommorow
• Syllabus and course objectives is needed to
select the lecture objectives. (It should be
expressed in terms of what students should be
able to do at the end of the period.)
• Three set of factors that influence the decision
making about objectives is
1. limitations of the teacher
2. the students
3. the physical conditions.
• Learning to teach involves using the talents one
has ,rather than trying to be what one is not.

• Lecture organization depends on the
lecture objectives.
• How the teaching time is to be
organized?
“Based on how student attention Is to
maintained and what inherent motivation
is there in the subject.”
• Pre-reading is suspected from the students
side for the maximum benefit for them.

Preparation for lecture ?
• Better not to prepare lecture notes more
than a week in advance.
• Lay out of key points with headings and
subheadings.
• Equipments required during a lecture:
keep a list and keep it aside and check. It
can include references, drinking water for
dry mouth,board markers ,Erasers,OHP…

Your first lecture!
• Read your notes 10 m -1 hr before so that your
objectives will be well clear at the time of
lecture.
• On entering the hall ,and on reaching lecturers
table notes and other apparatus should be
arranges as per your convenience.
• Wait better for the class to become quiet and
settle

• When silence is obtained it is better to
wait for again another few seconds.
• This silence demands the responsibility
and sets standards of attention the lecturer
wanted
• and allows the class to adjust mentally to
the task ahead and raises the level of
expectancy and sense of occasion.

• Eye contact is important to establish
rapport with the class.
• Personal interaction is important during
lecture.
• Voice adjustment: watch the reaction of
the students at the back and adjust your
voice so that it will be audiable for the
back

Dr Abdul Kalam’s Vision:
• The country’s Hands is in the
hands of teachers.
• Much of the research for his
latest book came via interaction
with millions of youngsters aged
below 17.
• He noticed that these groups are
very open to discussion very free
with their opinions.

• One of the important
characteristics of a student is to
question.
• A teacher should have a creative
mind and encourage questions.
There should always be a
discussion.
• A teacher should not go with
notes to the class room.

• To teach for an hour ,a teacher
should prepare for atleast 3 hrs
• Teachers are driving force of
change.
• We need creative class rooms.
• We need to make teaching
interesting.

“It is the supreme art of the teacher to awaken joy in
creative expression and knowledge.”
-- Albert Einstein

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