Alam Sher Malik1, Rukhsana Hussain Malik. 1. Medical Education Research and Development Unit, Faculty of Medicine, Universiti Teknologi MARA, Selangor, Malaysia. alamshermalik@hotmail.com
Abstract
BACKGROUND: Retaining lectures in problem-based learning (PBL) curriculum places new demands on lecturers. In addition to subject knowledge, the lecturers must know the overall aims of the lectures, their context in the course, their relation to the subsequent examinations and the underlying educational philosophy. AIM: Aim of this communication is to propose ways that will transform the traditional didactic lectures into PBL-compliant teaching/learning sessions. METHODS: Insights from the self-experience and that of colleagues and the feedback from students are synthesised with current literature regarding best teaching practices to develop these tips. RESULTS: These tips, ranging from involving students in the learning process to a routine practice of reflection after delivering a lecture, highlight methods of preparing and delivering lectures that follow the educational philosophy underpinning the PBL approach. CONCLUSION: We believe that these tips by advancing the driving force for meaningful learning will transform the didactic lectures of traditional curriculum to interactive sessions that would enhance understanding, augment critical thinking and promote self-directed learning among students.
BACKGROUND: Retaining lectures in problem-based learning (PBL) curriculum places new demands on lecturers. In addition to subject knowledge, the lecturers must know the overall aims of the lectures, their context in the course, their relation to the subsequent examinations and the underlying educational philosophy. AIM: Aim of this communication is to propose ways that will transform the traditional didactic lectures into PBL-compliant teaching/learning sessions. METHODS: Insights from the self-experience and that of colleagues and the feedback from students are synthesised with current literature regarding best teaching practices to develop these tips. RESULTS: These tips, ranging from involving students in the learning process to a routine practice of reflection after delivering a lecture, highlight methods of preparing and delivering lectures that follow the educational philosophy underpinning the PBL approach. CONCLUSION: We believe that these tips by advancing the driving force for meaningful learning will transform the didactic lectures of traditional curriculum to interactive sessions that would enhance understanding, augment critical thinking and promote self-directed learning among students.
Authors: Haihong Xue; Jihong Qian; Lianwen Wang; Xiaojun Yuan; Yi Chen; Weilan Wu; Yan Chen; Kun Sun Journal: PLoS One Date: 2013-05-07 Impact factor: 3.240