Redefining classroom instruction-Reference-Cited by-同舟云学术

Redefining classroom instruction

Published:2006-09 Issue:3 Volume:30 Page:124-127
ISSN:1043-4046
Container-title:Advances in Physiology Education
language:en
Short-container-title:Advances in Physiology Education

Author:

Goldberg Harry R.¹²,Haase Eileen²,Shoukas Artin¹²,Schramm Lawrence¹²

Affiliation:

1. Department of Biomedical Engineering, The Johns Hopkins School of Medicine, Baltimore, Maryland

2. Department of Biomedical Engineering, The Johns Hopkins University, Baltimore, Maryland

Abstract

In this study, the role of the classroom instructor was redefined from a “lecturer” responsible for delivering the core curriculum to a “facilitator” at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction.

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

Link

https://www.physiology.org/doi/pdf/10.1152/advan.00017.2006

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