The learning environment is posing a unique challenge to the health lecturer and raising the bar on expectations. Increasing number of dental, medical and nursing students requires a rethinking of strategy. More specialization in career requires better and deeper understanding of content. There is a call for implementation of new learning methods that makes it easier to understand concepts.
New curriculum designers are emphasizing an interactive model of learning. This is only possible with a smaller class which allows an interactive and enthusiastic learning environment. Some of the factors that have necessitated the change include introduction of laptops, tablet computers and PDAs in classes. The new models suggested are self-paced, interactive and customized.
Policy makers in the health education sector are favoring reduced class hours and increased practical and interactive sessions. Lectures are very passive and might not transmit necessary skill needed in the field. Participatory sessions are considered productive and should systematically replace lectures. This does not mean that all lectures do not add value to the profession. The number of people in a lecture hall should not necessarily be a gauge for success.
Lecturers should understand that they are not there to read notes to the students. The session should be compared to a dance where the student and the lecturer participate. There is transmission of energy between the two parties. This energy is given and received in form of words, content and how it is delivered. The exchange and consequent reaction becomes an inspiration to the other party. The student must see the possibility of transformation through a single lecture.
The physical presence of a lecturer means more than the information that can be read out of a book or through online modules. Listening to a life and physical lecture should be more valuable in life and career of a student. The learner should feel more inspired and begin to create new imaginations. Concepts should be easier to understand than when they are read out of a book.
Students can turn to books or electronic resources for information. A lecture must be animated by the mind and heart of the lecture. Similar enthusiasm should be transferred to the learner to capture the heart and mind as well. Such a reflection allows students to see their future through the lecture session.
It therefore should be clear that the lectures are more than just examinations, good grades and a professional certificate. The session is the place of birth for new perspectives, questions and connections. This is a moment to awaken or point out new possibility in life and work.
The basic format for a lecture is that of a story. This means that it has a beginning, middle or body and an end. It begins with a problem and embarks on a journey towards a solution. This creates expectations and suspense in the learner. The session therefore becomes a journey towards finding a solution.
A health lecturer will be successful if he or she is delighted and enthusiastic about the session. This feeling will be transferred to the learner and the session will fulfill their expectations. It is a productive session where a learner asks an unexpected question. The enthusiasm created makes the discipline infectious from lecturers to students and then to work places.
New curriculum designers are emphasizing an interactive model of learning. This is only possible with a smaller class which allows an interactive and enthusiastic learning environment. Some of the factors that have necessitated the change include introduction of laptops, tablet computers and PDAs in classes. The new models suggested are self-paced, interactive and customized.
Policy makers in the health education sector are favoring reduced class hours and increased practical and interactive sessions. Lectures are very passive and might not transmit necessary skill needed in the field. Participatory sessions are considered productive and should systematically replace lectures. This does not mean that all lectures do not add value to the profession. The number of people in a lecture hall should not necessarily be a gauge for success.
Lecturers should understand that they are not there to read notes to the students. The session should be compared to a dance where the student and the lecturer participate. There is transmission of energy between the two parties. This energy is given and received in form of words, content and how it is delivered. The exchange and consequent reaction becomes an inspiration to the other party. The student must see the possibility of transformation through a single lecture.
The physical presence of a lecturer means more than the information that can be read out of a book or through online modules. Listening to a life and physical lecture should be more valuable in life and career of a student. The learner should feel more inspired and begin to create new imaginations. Concepts should be easier to understand than when they are read out of a book.
Students can turn to books or electronic resources for information. A lecture must be animated by the mind and heart of the lecture. Similar enthusiasm should be transferred to the learner to capture the heart and mind as well. Such a reflection allows students to see their future through the lecture session.
It therefore should be clear that the lectures are more than just examinations, good grades and a professional certificate. The session is the place of birth for new perspectives, questions and connections. This is a moment to awaken or point out new possibility in life and work.
The basic format for a lecture is that of a story. This means that it has a beginning, middle or body and an end. It begins with a problem and embarks on a journey towards a solution. This creates expectations and suspense in the learner. The session therefore becomes a journey towards finding a solution.
A health lecturer will be successful if he or she is delighted and enthusiastic about the session. This feeling will be transferred to the learner and the session will fulfill their expectations. It is a productive session where a learner asks an unexpected question. The enthusiasm created makes the discipline infectious from lecturers to students and then to work places.
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