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Table of Contents
Year : 2018  |  Volume : 1  |  Issue : 1  |  Page : 31-32

Dynamic lecturing: Research-Based strategies to enhance lecture effectiveness

Nellis Family Medicine Residency Faculty, Mike O'Callaghan Military Medical Center, Nellis Air Force Base, NV, USA

Date of Web Publication1-Oct-2018

Correspondence Address:
Dr. Pamela R Hughes
Nellis Family Medicine Residency Faculty, Mike O'Callaghan Military Medical Center, 1300 N Las Vegas Blvd, Nellis Air Force Base, NV 89191
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/EHP.EHP_13_18

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How to cite this article:
Hughes PR. Dynamic lecturing: Research-Based strategies to enhance lecture effectiveness. Educ Health Prof 2018;1:31-2

How to cite this URL:
Hughes PR. Dynamic lecturing: Research-Based strategies to enhance lecture effectiveness. Educ Health Prof [serial online] 2018 [cited 2022 Oct 3];1:31-2. Available from: https://www.ehpjournal.com/text.asp?2018/1/1/31/242550

Edition : First

Publishers : Stylus Publishing

ISBN 13 : 978-1620366172

ISBN 10 : 1620366177

Pages : 200

Price : $24.95

As the field of medicine moves into evidence-based practice, it is important that we also rely on resources to engage in evidence-based teaching. Dynamic lecturing[1] specifically looks at the literature available to guide instructors in becoming successful as lecturers. Lecturing should not, and needs not, be a monotonous professional standing behind a podium in front of a room-rattling off strands of knowledge. The premise of dynamic lecturing is that lecturing is not static; it is a dynamic teaching strategy that can be used effectively to capture students' attention and provide for an expanded learning environment. The existing problem is that lecturing is the most common form of teaching and most educators have not learned how to lecture effectively. As lecturers, we copy what we know and have experienced as a student, unless, we actively engage in some form of faculty enrichment. This book fills that gap for educators who use the lecture strategy and are also looking to advance their skills in the classroom.

Dynamic lecturing first explores the value of lectures and the many types of lectures. Chapter one is dedicated to providing evidence that lectures are a legitimate teaching strategy and highlights the types of students who benefit most from lecture-based learning. As is noted in the cited research, lecturing is both effective and efficient when done well. The key is doing it well. This book describes the pros and cons of each of the several lecturing styles from formal paper-reading lectures to discussion- and interactive-based lectures. Not all lectures are created equal, and active learning is an integral part of every effective lecturing style.

After providing evidence to the reader that lectures come in many different styles and that each can be effective for different situations, part two continues with how to enhance each lecture style based on the intended outcomes of the lecture. The first key concepts discussed are activating prior knowledge, which gives a learner a starting point on which to expand. A second concept presented is the use of auditory or physical lecture pointers to capture the attention and emphasize important points of the lecture. This can be anything from signposting that the next piece of information is important or using arrows on visual aids. This book even includes examples of Twitter being used effectively in a classroom. Don't fear “death by PowerPoint” in your classroom anymore! Effective tips on using presentation slides are also discussed. One of the most important concepts presented in dynamic lecturing is to remember is to make what is being taught important to students. This can be done through multiple examples of real-life application of the material. Further learning concepts discussed include enhancing a lecture focus by using questions to encourage critical thinking and emphasizing the development of memory retrieval skills of information in students. These strategies increase the probability that students will acquire a deeper understanding of the material being taught.

The part three of dynamic lecturing gives templates to start planning effective lectures from the first conception. One might think that once we have learned how to enhance our lecturing skills our work is done. Unfortunately, that is not the case. Fortunately, this book offers advice on how to seek feedback from both students, ourselves, and peers. This provides valuable information for improving future lectures. As noted in the book, video recording can be used as a tool to help self-reflect on the lecture and can also be used as a study aid for students that want to listen or watch the lecture again.

This book provides evidence that lecturing is a highly valuable tool when done correctly and also provides many lecture enhancement strategies to engage learners. Lecturing should not be abandoned, but educators do need to work on enhancing lecture techniques. Lecturing is often the best teaching strategy to develop foundational knowledge - that is - before students have an adequate base knowledge. Once base knowledge is obtained, educators need to adapt lecture styles used. This allows students to participate in more critical thinking required in a small group or problem-based learning type activities. So for, all of those people who look down on lecturers, I encourage you to embrace a stronger growth mindset and take the opportunity to read dynamic lecturing. This book aims to educate the educators from any discipline on improving lectures and provides detailed evidence-based strategies to become a more effective lecturer.

  References Top

Harrington C, Zakrajsek T. Dynamic Lecturing: Research-Based Strategies to Enhance Lecture Effectiveness. Sterling, VA: Stylus Publishing; 2017.  Back to cited text no. 1


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