Exact(5)
It seems like interactive workshops can result in changes in practice while didactic sessions alone are unlikely to have any impact [ 11].
Additionally, while didactic education is considered to be a one-way transmission of material from teacher to learner, we cannot overlook the possibility of meaningful interaction between experts and learners during live lectures.
For example, interactive workshops that include patient examples, practice time, role play, simulation and review can result in moderately large changes in practice, while didactic educational sessions alone are unlikely to change practice.
While didactic teaching has been superseded by more advanced educational methods, it can be argued that, where resources are limited, lecture based teaching still has a place in obtaining a good undergraduate standard.
This method is considered to motivate active learning from participants and provide better training effects, and can result in moderately large changes in practice, while didactic lectures alone are unlikely to affect change [ 40].
Similar(52)
While overly didactic, both plays have a hypnotic tautness.
While the didactic and the imaginative are conveniently thought of as polar, they need not always be inimical.
While traditional didactic interventions raise awareness of the need for additional vigilance by providers, this report suggests the opportunity for resources, such as clinical practice guidelines specifically addressing transitions of care for all the providers along this continuum.
While passive didactic strategies – similar to those used in undergraduate medical education – have a negligible impact on performance, there is some evidence that interactive case-based learning may be effective in changing practice, and potentially improving healthcare outcomes [ 2, 3].
The variety of teaching learning methods have been appreciated in a differential manner by the students and the active learning strategies, namely, case stimulated interactive lectures, group seminars and hospital visits for early clinical exposure were rated better by the students while the didactic lectures and case based learning were less appreciated by them.
Highlighting its lessons makes the opera seem didactic, while Brecht and Weill's essential masterpiece is anything but.
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