Division of Pediatric Cardiology, Department of Pediatrics, Hassenfeld Children's Hospital at NYU Langone and New York University Grossman School of Medicine, New York, New York.
Adv Physiol Educ. 2021 Mar 1;45(1):61-66. doi: 10.1152/advan.00126.2020.
This article discusses the chalk talk's potential as an active learning method. Although chalk talks are a form of interactive lecture, they have received little attention in the medical education literature compared with other active learning methods such as team-based learning and simulation. One of the authors (C. K. L. Phoon) has used chalk talks to teach congenital heart defects to first- and third-year NYU medical students for many years. His chalk talks have consistently earned among the highest teaching scores, and students have noted their strengths of being more interesting, clear, and tangible than didactic lectures. Using the teacher and student perspectives, we examine the chalk talk's strengths and weaknesses compared with common passive and active learning methods. Chalk talks create a real-time, shared space that facilitates the active learning goals of helping students build, test, and revise mental models (conceptual frameworks). The limited amount of information that can be presented and the ability to solicit and arrange students' ideas on the board lead to the cocreation of valuable conceptual frameworks. Chalk talks require less restructuring of teaching sessions than other active learning methods and are best suited to topics that hinge on understanding of concepts. We advocate for the chalk talk to be reexamined as a promising educational tool given its strengths and the successes that other active learning methods have shown. Furthermore, we provide guidance to help educators deliver chalk talks and discuss future studies that would advance understanding of this powerful teaching tool.
本文讨论了板书讲解作为一种主动学习方法的潜力。虽然板书讲解是一种互动式讲座形式，但与其他主动学习方法（如团队学习和模拟）相比，它在医学教育文献中受到的关注较少。本文的一位作者（C. K. L. Phoon）多年来一直使用板书讲解来向纽约大学的医学生讲解先天性心脏病。他的板书讲解一直获得最高的教学评分，学生们指出，与讲授式讲座相比，板书讲解更有趣、更清晰、更具体。本文从教师和学生的角度，比较了板书讲解与常见的被动和主动学习方法的优缺点。板书讲解创造了一个实时的、共享的空间，有助于帮助学生构建、测试和修正心理模型（概念框架）这一主动学习目标的实现。由于板书讲解能够呈现的信息量有限，以及能够在黑板上征集和整理学生的想法的能力，这导致了有价值的概念框架的共同创造。与其他主动学习方法相比，板书讲解需要较少的教学环节重构，最适合那些依赖于理解概念的主题。鉴于板书讲解的优势以及其他主动学习方法所取得的成功，我们主张重新审视它作为一种有前途的教育工具。此外，我们还提供了一些指导，帮助教育工作者进行板书讲解，并讨论未来可以进一步深入了解这一强大教学工具的研究。
