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e-Learning UPDATE
Clickers in UMC Classrooms
Bill Lushbaugh1, Bob Kramer2, Bruce Couch2, John Schweinfurth3, Ed Swiatlo4 and Richard O’Callaghan1. UMMC Departments of Microbiology1, Pharmacology2, Otolaryngology and Communicative Science3 and Infectious Diseases4
Episode 4, May 2008
Funded by a grant from UMMC Faculty Development.
Today’s academic medical center faculty was typically trained under an education system based entirely on didactic lectures. Because the choice of teaching method is typically based on known and familiar methods, didactic lecture methods have persisted. However, if the aim is to teach thinking or change attitudes beyond the simple transmission of factual knowledge, then lectures alone, without active involvement of the students, are not the most effective method of teaching.1 The goals of teaching as discovered by Isaacs are: to arouse and keep students’ interest, to give students facts and details, to make students think critically about the subject, and to prepare students for their own private studies by demonstration of problem solving and professional reasoning.2 Isaacs notes however, that only two of these purposes are well suited to didactic lectures. The problem then is how to organize lecture material so that individual student’s learning needs are better addressed. Gibbs suggests that lecture sessions contain a variety of activities designed to stimulate individual students to think.3 These activities include in-class discussion, working problems during lecture time, questions included in the lecture, and quizzes at the end of lecture, among others.
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FSE room
A novel working space, the Faculty Scholarship Exchange room, is now available in the Rowland Medical Library for use by collaborative groups. Reservations can be made at the circulation desk or on-line.
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