The efficacy of interactive lecturing for students with diverse science backgrounds

Ernst, H and Colthorpe, K (2007) The efficacy of interactive lecturing for students with diverse science backgrounds. Advances In Physiology Education, 31 1: 41-44. doi:10.1152/advan.00107.2006

Author Ernst, H
Colthorpe, K
Title The efficacy of interactive lecturing for students with diverse science backgrounds
Journal name Advances In Physiology Education   Check publisher's open access policy
ISSN 1043-4046
Publication date 2007
Sub-type Article (original research)
DOI 10.1152/advan.00107.2006
Open Access Status DOI
Volume 31
Issue 1
Start page 41
End page 44
Total pages 4
Editor Silverthorn, DU
Place of publication Bethesda
Publisher Amer Physiological Soc
Collection year 2008
Language eng
Subject 330203 Curriculum Studies - Science Education
321024 Rehabilitation and Therapy - Occupational and Physical
321025 Rehabilitation and Therapy - Hearing and Speech
730303 Occupational, speech and physiotherapy
Abstract Learning is an active process, and, as such, interactive lectures are considered as the educational best practice. This study investigated the efficacy of interactive lecturing in a module of eight respiratory physiology lectures in a second-year Physiology course with two distinct subcohorts: students with strong science backgrounds and those without. The comparison of student performance in the summative examinations of respiratory physiology allowed us to evaluate the efficacy of interactive lecturing for each subcohort. Formal teaching evaluations were used to gauge the students' perception of interactive lectures. To further validate our findings, we repeated the study in the following year. The introduction of interactive lecturing significantly improved learning outcomes, with this improvement being maintained for the period of this study. Furthermore, students with limited prior knowledge, who had typically performed very poorly in this module, achieved a similar learning outcome to those students with a good science background. From these summative results and the students' perceptions, we concluded that students that are alert, motivated and interested in the subject, and engaged in learning activities and that are being encouraged to think and receive constant feedback on their progress will become confident in their learning abilities and have improved learning outcomes.
Keyword Education, Scientific Disciplines
active learning
learning outcomes
Q-Index Code C1
Q-Index Status Confirmed Code

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Created: Mon, 18 Feb 2008, 16:25:33 EST