Vermont Medical School Says Goodbye To Lectures (npr.org)

The University of Vermont's Larner College of Medicine has begun phasing out lectures in favor of what's known as "active learning" and plans to be done with lectures altogether by 2019. NPR spoke with William Jeffries, a dean at the school who's leading the effort, about the thinking behind this move. From the report: Why are lectures bad? Well, I wouldn't say that they're bad. The issue is that there is a lot of evidence that lectures are not the best way to accumulate the skills needed to become a scientist or a physician. We've seen much evidence in the literature, accumulated in the last decade, that shows that when you do a comparison between lectures and other methods of learning -- typically called "active learning" methods -- that lectures are not as efficient or not as successful in allowing students to accumulate knowledge in the same amount of time.

Give us an example of a topic taught in a traditional lecture versus an "active learning" setting. A good example would be the teaching of what we would call pharmacokinetics -- the science of drug delivery. So, how does a drug get to the target organ or targeted receptor? A lot of the science of pharmacokinetics is simply mathematical equations. If you have a lecture, it's simply presenting those equations and maybe giving examples of how they work. In an active learning setting, you expect the students to learn about the equations before they get there. And when you get into the classroom setting, the students work in groups solving pharmacokinetic problems. Cases are presented where the patient gets a drug in a certain dose at a certain time, and you're looking at the action of that over time and the concentration of the drug in the blood. So, those are the types of things where you're expecting the student to know the knowledge in order to use the knowledge. And then they don't forget it.

Comments

The BEST teaching technique

[davide marney]

The best teaching technique I've ever seen was that practiced by the Bible Study Fellowship back in the 1980s. All the material was broken down into 1-week chunks. You started with reading assignments and an outline that you did on your own. This was followed by a weekly small-group discussion where the group collectively answered a series of questions on the same material. This was followed by a lecture of the whole fellowship. The lecture was now very interesting, because you had personally worked through the material, worked with others to process it and cover the bits you didn't get on your own, and now you had some appreciation of what you were dealing with.

I adopted that pattern for every course I've ever had to teach, and the retention is phenomenal, 90% and higher.

My opinion is it worked so well because:

- Same material, multiple processing methods (reading, writing, talking, listening)
- Same material, multiple repetitions
- Your FIRST introduction to the material is personal. That increases "ownership".
- Questions answered BY a small group invite collaboration and sharing

There you have it.