Michael Lüscher, Lars Konge, Lene Tanggaard, S. Andersen
{"title":"精彩讲座","authors":"Michael Lüscher, Lars Konge, Lene Tanggaard, S. Andersen","doi":"10.61409/v09230544","DOIUrl":null,"url":null,"abstract":"Postgraduate medical education often relies on the traditional lecture model with low knowledge retention rates of 5-20%. Cognitive overload from excessive information during lectures diminishes learning efficacy. To optimise learning, evidence suggests prioritising active engagement, streamlining visual aids, introducing clinical scenarios, and incorporating audience response systems may further enhance retention and comprehension. In conclusion, the traditional lecture must evolve into more interactive and engaging modalities to facilitate increased participant long-term learning as summarised in this review.","PeriodicalId":23428,"journal":{"name":"Ugeskrift for laeger","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The good lecture\",\"authors\":\"Michael Lüscher, Lars Konge, Lene Tanggaard, S. Andersen\",\"doi\":\"10.61409/v09230544\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Postgraduate medical education often relies on the traditional lecture model with low knowledge retention rates of 5-20%. Cognitive overload from excessive information during lectures diminishes learning efficacy. To optimise learning, evidence suggests prioritising active engagement, streamlining visual aids, introducing clinical scenarios, and incorporating audience response systems may further enhance retention and comprehension. In conclusion, the traditional lecture must evolve into more interactive and engaging modalities to facilitate increased participant long-term learning as summarised in this review.\",\"PeriodicalId\":23428,\"journal\":{\"name\":\"Ugeskrift for laeger\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-04-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Ugeskrift for laeger\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.61409/v09230544\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Medicine\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ugeskrift for laeger","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.61409/v09230544","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Medicine","Score":null,"Total":0}
Postgraduate medical education often relies on the traditional lecture model with low knowledge retention rates of 5-20%. Cognitive overload from excessive information during lectures diminishes learning efficacy. To optimise learning, evidence suggests prioritising active engagement, streamlining visual aids, introducing clinical scenarios, and incorporating audience response systems may further enhance retention and comprehension. In conclusion, the traditional lecture must evolve into more interactive and engaging modalities to facilitate increased participant long-term learning as summarised in this review.
期刊介绍:
The Ulster Medical Journal is an international general medical journal with contributions on all areas of medical and surgical specialties relevant to a general medical readership. It retains a focus on material relevant to the health of the Northern Ireland population. The Honorary Editor would welcome offers of papers for publication. Prospective authors are invited to read the notice to contributors.