The good lecture.
| Autor: | Lüscher M; Sundhedshuset, Aarhus., Konge L; Copenhagen Academy for Medical Education and Simulation (CAMES), Københavns Universitetshospital - Rigshospitalet., Tanggaard L; Institut for Kommunikation og Psykologi, Aalborg Universitet., Andersen SAW; Copenhagen Academy for Medical Education and Simulation (CAMES), Københavns Universitetshospital - Rigshospitalet.; Copenhagen Hearing and Balance Center, Afdeling for Øre- Næse og Halskirurgi, Københavns Universitetshospital - Rigshospitalet. |
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| Jazyk: | dánština |
| Zdroj: | Ugeskrift for laeger [Ugeskr Laeger] 2024 Apr 15; Vol. 186 (16). |
| DOI: | 10.61409/V09230554 |
| Abstrakt: | 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. (Published under Open Access CC-BY-NC-BD 4.0. https://creativecommons.org/licenses/by-nc-nd/4.0/.) |
| Databáze: | MEDLINE |
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