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Studies have previously shown that students perform equally well or better when taught in a TBL format vs. standard lecture format [ 7, 8].
For each topic, the faculty member gave the intervention conference using the ACTIVE format at the university-based hospital and the control conference using the standard lecture format at the VA hospital.
We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention.
There was a statistically significant difference in overall engagement between the ACTIVE conference series and the standard lecture series (4.78 vs. 3.80, P < 0.01), with no increase in stress or decrement in break time.
Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture.
The ACTIVE teaching format offers an exciting alternative to the standard lecture for resident noon conference and is easy to implement.
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Though attendance in my Stanford class is optional, it is considerably higher than in many standard lecture-based classes.
Case Style: A standard lecture-oriented layout, with rows of tables and all chairs facing the front of the room.
Our multifaceted plan has the unique opportunity to collect a large data set from the standard lecture-based introductory biology courses over a 2-yr period.
Candidates we have interviewed recently used standard, lecture-only teaching style and did not engage the audience except in brief, half-hearted, incompletely conceived question/discussion interludes.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.
Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com