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.
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.
The purpose of a lecture is not only to deliver information. If this were the case, students can read books on their own or listen to an electronic copy. The heart and mind of the lecturer are at work and seek to find synchrony with the heart and mind of the learner. The enthusiasm displayed by lecturers is picked and exhibited by learners. A learner should be in a position to see his or her future through the lecture.
It therefore should be clear that the lectures are more than just examinations, good grades and a professional certificate. The session is the place of birth for new perspectives, questions and connections. This is a moment to awaken or point out new possibility in life and work.
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.
A health lecturer will be successful if he or she is delighted and enthusiastic about the session. This feeling will be transferred to the learner and the session will fulfill their expectations. It is a productive session where a learner asks an unexpected question. The enthusiasm created makes the discipline infectious from lecturers to students and then to work places.
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.
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.
The purpose of a lecture is not only to deliver information. If this were the case, students can read books on their own or listen to an electronic copy. The heart and mind of the lecturer are at work and seek to find synchrony with the heart and mind of the learner. The enthusiasm displayed by lecturers is picked and exhibited by learners. A learner should be in a position to see his or her future through the lecture.
It therefore should be clear that the lectures are more than just examinations, good grades and a professional certificate. The session is the place of birth for new perspectives, questions and connections. This is a moment to awaken or point out new possibility in life and work.
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.
A health lecturer will be successful if he or she is delighted and enthusiastic about the session. This feeling will be transferred to the learner and the session will fulfill their expectations. It is a productive session where a learner asks an unexpected question. The enthusiasm created makes the discipline infectious from lecturers to students and then to work places.
0 comments:
Post a Comment