How to Build a Lecture-Free Curriculum

Date:  Saturday 5 September 2020
Time:  1330-1630
Location:  Castle III, Crowne Plaza

  • Dean Parmelee, Wright State University Boonshoft School of Medicine, USA
  • Brenda Roman, Wright State University Boonshoft School of Medicine, USA
  • Sandy Cook, Duke-NUS, Singapore
  • Maryam Alizade, Tehran University of Medical Sciences, Iran

Summary of theme and why it is important:  This is an interactive workshop to develop perspective and skills for transforming a health professions education curriculum to one that is lecture-free. Although the evidence is incontrovertible that active/engaged classroom strategies lead to more learning than the use of lectures, there remains tremendous resistance from learners, faculty, and administrators to make the transformation. A confluence of factors drives this proposal: Generation Z learners, who have stopped attending lectures; findings from cognitive neuroscience applied to the science of learning; research from how one learns science and develops clinical reasoning; the fidelity, validity, and outcomes of active learning strategies; and advances in instructional design and technology. To let go of lecture challenges faculty and learners in the way that our ancestors experienced the discovery that the earth circles the sun. But, it is vital that it be done --- it has been done; it can be done. If we educators are to practice what we preach we must use evidence to guide our teaching strategies. A lecture-free curriculum does not simply flip the classroom by posting lectures on line (we favor more reading); it harnesses strategies that engage and challenge the learner, both in and outside of the classroom, to learn so that it sticks and can be used in the future; it fosters growth in both the cognitive and non-cognitive domains. For faculty, lecture-free brings a renewal of purpose for teaching.
What participants will gain:  - What a lecture-free curriculum looks like, how it can be formed and will transform. - How to apply principles of the science of learning and the learning of science to course design and classroom facilitation. - Ways to navigate and mitigate the resista
Who should participate:  Faculty, students, curriculum planners.
Level of workshop:  All levels are welcome since the diversity will be a powerful source for the learning.

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