Department of Family Medicine, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, United Arab Emirates.
Adv Physiol Educ. 2023 Jun 1;47(2):175-180. doi: 10.1152/advan.00237.2022. Epub 2023 Feb 9.
A new teaching format, the LecturePlus, was formulated as a lecture followed by small-group learning activities. This study assessed the effectiveness of LecturePlus in medical education. An interventional study was conducted among final-year medical students, with 74 students in the experimental group and 96 students in the control group. Each LecturePlus lasted ∼1 h and was conducted with 12-18 students. A LecturePlus session comprised of a lecture followed by small-group problem-solving exercises. The exercises were clinical cases with open-ended short-answer questions. Students were divided into groups of three (triads) for these exercises. A faculty tutor assisted the small groups as needed. Closure was achieved through a discussion moderated by the tutor. Learning outcomes were assessed via the National Board of Medical Examiners (NBME) subject scores and compared with those of the preceding academic year. An additional multiple-choice question (MCQ) test was administered before and after the clerkship. The MCQ test showed improvement in knowledge application ( < 0.001, partial eta squared = 0.42). There was a statistically significant improvement in adjusted NBME scores among female students (74.8 vs. 71.8; = 0.017) but not among male students. An anonymous written questionnaire survey showed high ratings for LecturePlus (95% selecting yes or partly yes to overall satisfaction). LecturePlus is an instructional strategy that integrates a lecture with learning activities. It can be scaled to large class sizes facilitated by one teacher. By combining didactic teaching with problem-solving, this new instructional strategy may foster application of knowledge. We developed a new structured teaching format, the LecturePlus, to promote deep learning. A LecturePlus session consists of a brief lecture, followed by small-group problem-solving exercises, ending with a closing discussion moderated by the teacher. During the small-group exercises, students were divided into groups of three (triads) and given case-based problems. One faculty tutor supervised the entire session. LecturePlus resulted in improved learning outcomes and was rated highly by medical students.
一种新的教学形式，即 LecturePlus，被制定为讲座后进行小组学习活动。本研究评估了 LecturePlus 在医学教育中的有效性。一项干预研究在医学专业的最后一年学生中进行，实验组有 74 名学生，对照组有 96 名学生。每个 LecturePlus 持续约 1 小时，每班有 12-18 名学生。一个 LecturePlus 课程包括一个讲座，然后是小组解决问题的练习。这些练习是带有开放式简答题的临床病例。学生们被分成三人一组进行这些练习。一名教师导师根据需要为小组提供帮助。通过导师主持的讨论来结束。学习成果通过全国医师执照考试（NBME）的科目成绩进行评估，并与前一学年的成绩进行比较。在实习前后还进行了多项选择题（MCQ）测试。MCQ 测试显示知识应用方面有所提高（<0.001，部分 eta 平方=0.42）。女学生的 NBME 调整后分数有显著提高（74.8 对 71.8；=0.017），但男学生没有。一项匿名书面问卷调查显示，学生对 LecturePlus 的评价很高（95%的人选择总体满意度为“是”或“部分是”）。LecturePlus 是一种将讲座与学习活动相结合的教学策略。它可以由一名教师在大班规模上实施。通过将讲授式教学与解决问题相结合，这种新的教学策略可以促进知识的应用。我们开发了一种新的结构化教学形式，即 LecturePlus，以促进深度学习。一个 LecturePlus 课程包括一个简短的讲座，然后是小组解决问题的练习，最后由教师主持的讨论结束。在小组练习中，学生被分成三人一组，并给出基于案例的问题。一名教师导师监督整个课程。LecturePlus 提高了学习成果，受到医学生的高度评价。
