Steps and Principles

Description

Suggestions and examples

Step 1, Opening

State the purpose of the lecture.

Use generalized statements to capture the focused attention of the students.

Multi-media resources

Emphasize why the lecture is important.  E.g. If the lecture is on “Glucose Metabolism”, the students should be aware of the pathological consequences and morbidity, such as nephropathy, neuropathy, and amputations that are associated with disorders in the pathways of glucose metabolism.

Show images of diabetic foot ulcers, and diabetic patients with amputations.

Specify what is expected of the students to learn. E.g. Identify the specific biochemical pathways of glucose metabolism that they should study.

Ask the students to think of other examples of pathologies associated with disorders in glucose metabolism. E.g.

• Hypoglycaemia can lead to unconsciousness, coma and eventually death.
• Hepatomegaly (liver enlargement), and muscle wasting

Step 2, Presentation

Elaboration

Multi-media resources

Organize the main body of the lecture into subheadings that are associated with the concepts to be explored. The subheadings should reflect the objectives of the lecture. E.g. the following objectives could serve as subheadings for the presentation and lecture notes on “Glucose Metabolism”

• Define glucose homeostasis
• Describe the different phases of glucose homeostasis
• Outline the prevention of hypoglycaemia and its clinical effects
• List the clinical consequences of glycogen breakdown in terms of glycogen storage diseases
• Describe the effect of insulin on glucose metabolism
• List the harmful effects of hyperglycaemia

Video graphics could be used to illustrate biochemical pathways, physiological functions, and their disorders.

Step 3, Learner-Instructor two-way Interaction

Encouraging active learning

Multi-media streaming

In order to encourage students to participate effectively in their learning in an efficient manner, the instructor’s questions should be embedded in the students’ notes, or available on an on-line site for the students, well in advance of the lecture. Likewise, the instructor should solicit questions from students, in advance of the lectures, that are to be addressed in class.

Video illustrations of biochemical pathways or functions of different organ systems could also act as the interactive piece

Step 4, Formative Assessment

Assessment drives better learning and performance

Multi-media devices

The students should be given, at the most, 5 multiple-choice questions to attempt in class. Then, the instructor should provide immediate feedback on those questions

The use of i-clickers by the students to answer the multiple-choice questions and analysis of their results in real time will provide the basis for the feedback.

Step 5, Conclusions

Consolidating the concepts

The instructor draws attention to the most important concepts of the lecture. E.g. by providing a summary of the main ideas