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 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.
The gist of lecturing is not to plainly read notes to a listening audience. One may compare it to a dance which demands the participation of both the lecturer and the students. There is a mutual exchange of energy that is transmitted in a package of words, content and delivery. Each participant must inspire the other. It should be an interactive and transformative session for the lecturer and the student in their lives and careers.
Important questions one should ask include the transformational value of your presence as compared to reading a book or following an online module. Physical presence must have added value which is again heightened by real time delivery. The duty is not only to inform, but to engage the imagination of your learners and to inspire them. A concept must be easily delivered through a lecture than reading 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.
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.
To achieve this, one must create a story format for every topic. There must be a beginning, development and end. The beginning is a problem that seeks answers. This is where curiosity, suspense and expectations are created. The lecture then transforms into a quest for answers.
Success as a health lecturer must be anchored in enthusiasm and delight. It means eliciting curiosity and enthusiasm and fulfilling the same in your learners. You begin to feel the delight when learners ask questions that you had no foresight. The enthusiasm for adventure in that discipline must be infectious.
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.
The gist of lecturing is not to plainly read notes to a listening audience. One may compare it to a dance which demands the participation of both the lecturer and the students. There is a mutual exchange of energy that is transmitted in a package of words, content and delivery. Each participant must inspire the other. It should be an interactive and transformative session for the lecturer and the student in their lives and careers.
Important questions one should ask include the transformational value of your presence as compared to reading a book or following an online module. Physical presence must have added value which is again heightened by real time delivery. The duty is not only to inform, but to engage the imagination of your learners and to inspire them. A concept must be easily delivered through a lecture than reading 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.
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.
To achieve this, one must create a story format for every topic. There must be a beginning, development and end. The beginning is a problem that seeks answers. This is where curiosity, suspense and expectations are created. The lecture then transforms into a quest for answers.
Success as a health lecturer must be anchored in enthusiasm and delight. It means eliciting curiosity and enthusiasm and fulfilling the same in your learners. You begin to feel the delight when learners ask questions that you had no foresight. The enthusiasm for adventure in that discipline must be infectious.
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