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Better learning through less teaching: eliminating lectures
Author(s) -
Gest Thomas Richard
Publication year - 2007
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.21.5.a1
Subject(s) - gross anatomy , presentation (obstetrics) , curriculum , gross examination , sequence (biology) , anatomy , medical education , medical physics , medicine , mathematics education , computer science , pathology , biology , psychology , surgery , pedagogy , genetics
For the past 8 years, we have been developing web based educational materials that comprise an integrated, comprehensive presentation of gross anatomy. Concurrent with the development of computer based learning materials, we adopted a LectureLite strategy to promote an active learning environment. Lectures were reduced to 20–30 minute overviews of dissections. Four years ago, the medical school adopted a new curriculum organized around organ systems. The traditional discipline based courses (gross anatomy, histology, biochemistry, etc.) were replaced with systemic sequences (musculoskeletal, cardiovascular, etc.) presented as a series of integrated lectures. Performance was measured on an entire sequence, and there was no minimum passing score for each discipline within a sequence or across the year. Performance in the gross anatomy labs suffered a steady decline subsequent to the removal of a passing standard for gross anatomy. Last year, in order to focus student effort on the gross dissections and increase active learning, we eliminated lectures completely. Performance on the gross anatomy component of the curriculum did not change following the elimination of lectures.