Schweinfurth John M
Department of Otolaryngology and Communicative Sciences, 2500 North State Street, Jackson, MS 39216, USA.
Otolaryngol Clin North Am. 2007 Dec;40(6):1203-14, vi. doi: 10.1016/j.otc.2007.07.002.
Today's academic faculty was typically trained under an education system based entirely on didactic lectures. 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. If the goals of teaching are to arouse and keep students' interest, give facts and details, to make students think critically about the subject, and to prepare for independent studies by demonstration of problem solving and professional reasoning, then only two of these purposes are suited to didactic lectures. The problem then is how to organize lecture material so that individual student's learning needs are better addressed. The education literature suggests that instruction include a variety of activities designed to stimulate individual thought. These activities include small group discussion, working problems during lecture time, questions included in the lecture, and quizzes at the end of lecture, among others. The current study was undertaken to examine the feasibility of using these types of interactive learning techniques in an otolaryngology residency program. Possibilities considered in the current study include standard interactive lecturing, facilitated discussion, brainstorming, small group activities, problem solving, competitive large group exercises, and the use of illustrative cliff hanger and incident cases. The feasibility of these methodologies being effectively incorporated into a residency curriculum is discussed.
如今的学术教员通常是在完全基于讲授式讲座的教育体系下接受培训的。然而，如果目标是教授思维或改变态度，而不仅仅是简单地传授事实性知识，那么仅靠讲座，在学生没有积极参与的情况下，并不是最有效的教学方法。如果教学目标是激发并保持学生的兴趣、提供事实和细节、让学生对该学科进行批判性思考，以及通过展示问题解决和专业推理为独立学习做好准备，那么讲授式讲座仅适合其中两个目标。那么问题就在于如何组织讲座材料，以便更好地满足每个学生的学习需求。教育文献表明，教学应包括各种旨在激发个人思考的活动。这些活动包括小组讨论、在讲座时间解决问题、讲座中包含的问题以及讲座结束时的测验等。当前的研究旨在探讨在耳鼻喉科住院医师培训项目中使用这些类型的互动学习技术的可行性。当前研究中考虑的可能性包括标准的互动讲座、引导式讨论、头脑风暴、小组活动、问题解决、竞争性的大组练习，以及使用具有启发性的悬念和案例。本文讨论了将这些方法有效纳入住院医师培训课程的可行性。
