Didactic teaching: getting to the heart of it!
Faye Morton and Yusuf Museji
Good teaching practice tells us to limit the amount of words on slides when presenting. However, student feedback in previous years has stated that they dislike the sparsely worded presentation method, due of the lack of detailed notes for exam revision, as some struggle to keep up with note taking in the lecture itself. In response to this, a lecture was delivered on basic principles of ECG. Within this session, the lecturer used a sparsely worded presentation format and focused on pattern recognition to instil the basic concepts of ECG interpretation. Following the lecture, a more comprehensive presentation was disseminated electronically, which provided them with the information covered in the session. Overall, the small student cohort found this an effective way of learning, however they would have preferred the use of paper handouts displaying the slides so they could annotate. This would allow them to quickly link notes to the relevant slides. This teaching trial and feedback system may help hone the balance between effective teaching sessions and providing comprehensive notes for revision.
Ideas around how to make lectures more interactive whilst still ensuring comprehensive notes are available for students