Literature DB >> 79879

Medical student concentration during lectures.

J Stuart, R J Rutherford.   

Abstract

A simple procedure, based on a questionnaire, was used for the assessment of student concentration during lectures. Analysis of 1353 questionnaires from 12 lectures showed that student concentration rose sharply to reach a maximum in 10-15 min, and fell steadily thereafter. The data suggest that the optimum length of a lecture may be 30 instead of 60 min. This method by which student feedback is obtained may also be used to improve lecturing performance.

Mesh：

Year:  1978        PMID： 79879     DOI： 10.1016/s0140-6736(78)92233-x

Source DB:  PubMed          Journal:  Lancet        ISSN： 0140-6736            Impact factor:   79.321


  36 in total

1.  Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in India.

Authors:  Rakesh Datta; Karuna Datta; M D Venkatesh
Journal:  Med J Armed Forces India       Date:  2015-06-19

2.  The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

Authors:  Jacqueline E McLaughlin; Nastaran Gharkholonarehe; Julia Khanova; Zach M Deyo; Jo E Rodgers
Journal:  Am J Pharm Educ       Date:  2015-03-25       Impact factor: 2.047

3.  Medical grand rounds: alive and well and living in Canada.

Authors:  P J McLeod; P Gold
Journal:  CMAJ       Date:  1990-05-15       Impact factor: 8.262

Review 4.  Can we make grand rounds "grand" again?

Authors:  Shaifali Sandal; Michael C Iannuzzi; Stephen J Knohl
Journal:  J Grad Med Educ       Date:  2013-12

5.  Effective use of pause procedure to enhance student engagement and learning.

Authors:  Rachna Bachhel; Richa Ghay Thaman
Journal:  J Clin Diagn Res       Date:  2014-08-20

6.  Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course.

Authors:  Cathy L Koo; Elaine L Demps; Charlotte Farris; John D Bowman; Ladan Panahi; Paul Boyle
Journal:  Am J Pharm Educ       Date:  2016-03-25       Impact factor: 2.047

7.  Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension.

Authors:  Niu Zhang; Charles N R Henderson
Journal:  J Chiropr Educ       Date:  2016-03-11

8.  Comparison of computer-mediated learning and lecture-mediated learning for teaching pain management to pharmacy students.

Authors:  Dana J Jamero; Amne Borghol; Linda Mihm
Journal:  Am J Pharm Educ       Date:  2009-02-19       Impact factor: 2.047

9.  Grand rounds: a paradox in medical education.

Authors:  R M Lewkonia; F R Murray
Journal:  CMAJ       Date:  1995-02-01       Impact factor: 8.262

10.  Current Use, Perceived Barriers, and Learning Preference of Point of Care Ultrasound (POCUS) in the Emergency Medicine in Qatar - A Mixed Design.

Authors:  Khalid Bashir; Aftab Mohammad Azad; Ayman Hereiz; Mohammed Talha Bashir; Maarij Masood; Amr Elmoheen
Journal:  Open Access Emerg Med       Date:  2021-05-18
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