Becoming An Updated Health Lecturer
A health lecturer is expected to meet dynamic and unique demands of a changed learning environment. The number of students in medical, dental and nursing professions has increased tremendously. The courses have specialized requiring a deeper understanding of particular content. New learning methods have been introduced into the profession to make it easier to grasp content.
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 want a reduction in hours spent in class regurgitating notes. This is considered passive learning and must be replaced by active and participatory methods. These methods are more productive. Systematic phasing out has seen an end to traditional lecturing. It is worth noting that productivity or lack thereof of a lecture does not depend on numbers.
There is something more to a lecture than the plain reading of notes. It has variously been defined as a dance where the lecturer and students participate. Both respond to the dance and are energized by the words therein. They draw inspiration from participating in the session. It should therefore be considered a life and career changing event.
There is value in the presence of a lecturer that cannot be delivered when a student follows an online module or reads a book. Real time delivery which is only possible during a physical lecture adds greater value. A lecture goes beyond information into inspiring a learner and engaging his or her imagination. It should be easier and better to understand a concept during a lecture than when one reads.
If learning was all about information, electronic sources and physical books would be ideal. The heart and mind of the lecturer should be enthusiastic enough about the concepts to inspire the learner. The effect must be reciprocated in the student such that he or she captures the same mind and heart. The future should spread in front of their eyes and be grounded on the concepts they are learning.
The focus of lectures, therefore, must go beyond good grades, examination and professional certificates. The end of a lecture should herald new perspectives, connections and questions about life. It creates a new vision for work place and life in general.
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.
The delight and enthusiasm of a health lecturer is reflected in the students. Delivering in this manner ensures that their expectations are met. You should not be surprised when your students ask a question you have never thought about. Your perspectives on the topic will be passed on to them like flu.
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 want a reduction in hours spent in class regurgitating notes. This is considered passive learning and must be replaced by active and participatory methods. These methods are more productive. Systematic phasing out has seen an end to traditional lecturing. It is worth noting that productivity or lack thereof of a lecture does not depend on numbers.
There is something more to a lecture than the plain reading of notes. It has variously been defined as a dance where the lecturer and students participate. Both respond to the dance and are energized by the words therein. They draw inspiration from participating in the session. It should therefore be considered a life and career changing event.
There is value in the presence of a lecturer that cannot be delivered when a student follows an online module or reads a book. Real time delivery which is only possible during a physical lecture adds greater value. A lecture goes beyond information into inspiring a learner and engaging his or her imagination. It should be easier and better to understand a concept during a lecture than when one reads.
If learning was all about information, electronic sources and physical books would be ideal. The heart and mind of the lecturer should be enthusiastic enough about the concepts to inspire the learner. The effect must be reciprocated in the student such that he or she captures the same mind and heart. The future should spread in front of their eyes and be grounded on the concepts they are learning.
The focus of lectures, therefore, must go beyond good grades, examination and professional certificates. The end of a lecture should herald new perspectives, connections and questions about life. It creates a new vision for work place and life in general.
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.
The delight and enthusiasm of a health lecturer is reflected in the students. Delivering in this manner ensures that their expectations are met. You should not be surprised when your students ask a question you have never thought about. Your perspectives on the topic will be passed on to them like flu.
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