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.
Lecturing today requires a great deal of interactive learning in line with the new curriculum. Students are learning in smaller groups and require that their enthusiasm be maintained in all ways possible. Laptops, tablet computers and PDAs have also been introduced changing the paradigm of learning. This requires lecturers to abandon old learning models and adopt the interactive, self-paced and customized options.
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.
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.
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.
The basic format for a lecture is that of a story. This means that it has a beginning, middle or body and an end. It begins with a problem and embarks on a journey towards a solution. This creates expectations and suspense in the learner. The session therefore becomes a journey towards finding a solution.
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.
Lecturing today requires a great deal of interactive learning in line with the new curriculum. Students are learning in smaller groups and require that their enthusiasm be maintained in all ways possible. Laptops, tablet computers and PDAs have also been introduced changing the paradigm of learning. This requires lecturers to abandon old learning models and adopt the interactive, self-paced and customized options.
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.
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.
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.
The basic format for a lecture is that of a story. This means that it has a beginning, middle or body and an end. It begins with a problem and embarks on a journey towards a solution. This creates expectations and suspense in the learner. The session therefore becomes a journey towards finding a solution.
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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