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.
Lecturers should understand that they are not there to read notes to the students. The session should be compared to a dance where the student and the lecturer participate. There is transmission of energy between the two parties. This energy is given and received in form of words, content and how it is delivered. The exchange and consequent reaction becomes an inspiration to the other party. The student must see the possibility of transformation through a single lecture.
The physical presence of a lecturer means more than the information that can be read out of a book or through online modules. Listening to a life and physical lecture should be more valuable in life and career of a student. The learner should feel more inspired and begin to create new imaginations. Concepts should be easier to understand than when they are read out of a book.
If learning was all about information, electronic sources and physical books would be ideal. The heart and mind of the lecturer should be enthusiastic enough about the concepts to inspire the learner. The effect must be reciprocated in the student such that he or she captures the same mind and heart. The future should spread in front of their eyes and be grounded on the concepts they are learning.
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.
A story format is the best way to achieve success when lecturing. The concepts that form the story are a beginning, a body and a conclusion. The lecture begins by eliciting questions, suspense and curiosity in the student. The lecture then endeavors to find an answer or quell the curiosity.
The delight and enthusiasm of a health lecturer is reflected in the students. Delivering in this manner ensures that their expectations are met. You should not be surprised when your students ask a question you have never thought about. Your perspectives on the topic will be passed on to them like flu.
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.
Lecturers should understand that they are not there to read notes to the students. The session should be compared to a dance where the student and the lecturer participate. There is transmission of energy between the two parties. This energy is given and received in form of words, content and how it is delivered. The exchange and consequent reaction becomes an inspiration to the other party. The student must see the possibility of transformation through a single lecture.
The physical presence of a lecturer means more than the information that can be read out of a book or through online modules. Listening to a life and physical lecture should be more valuable in life and career of a student. The learner should feel more inspired and begin to create new imaginations. Concepts should be easier to understand than when they are read out of a book.
If learning was all about information, electronic sources and physical books would be ideal. The heart and mind of the lecturer should be enthusiastic enough about the concepts to inspire the learner. The effect must be reciprocated in the student such that he or she captures the same mind and heart. The future should spread in front of their eyes and be grounded on the concepts they are learning.
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.
A story format is the best way to achieve success when lecturing. The concepts that form the story are a beginning, a body and a conclusion. The lecture begins by eliciting questions, suspense and curiosity in the student. The lecture then endeavors to find an answer or quell the curiosity.
The delight and enthusiasm of a health lecturer is reflected in the students. Delivering in this manner ensures that their expectations are met. You should not be surprised when your students ask a question you have never thought about. Your perspectives on the topic will be passed on to them like flu.
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