[Windmill principle versus clockwork principle--tradition and interaction in academic lectures. A. N. S. A. Radiologica].
In reply to depersonalization of teaching, students hiding behind anonymity and their decreasing effective presence in campus life, academic teaching has to become practice-oriented, attractive and at least more effective. The traditional teacher-based lecture competes with student-centered and issue-related academic events like problem-based learning, thus, concerning student-teacher interaction. The model of a clockwork represents the components of a traditional lecture. The model of a windmill is suitable for explaining synergistic effects in scope and experience during an interaction concerned lecture. An example of student-teacher interaction and students' activation even in a preclinical course of lectures on anatomy and radiology is given. A high response and acceptance of the lecture is assured by structure-and process-oriented features.
Leppek
R
R
Klinikum der Philipps-Universität, Abteilung für Strahlendiagnostik, Marburg.
Jussen
M
M
Berthold
D
D
Sulzer
J
J
Klose
K J
KJ
D000715:Anatomy / Q000193:education*; D001291:Attitude of Health Personnel; D003479:Curriculum / Q000639:trends; D004501:Education, Medical / Q000639:trends*; D005858:Germany; D006801:Humans; D018794:Problem-Based Learning; D015397:Program Evaluation; D011785:Quality Assurance, Health Care / Q000639:trends; D011871:Radiology / Q000193:education*
Windmühlenprinzip versus Uhrwerkprinzip--Tradition und Interaktion in der akademischen Vorlesung. A. N. S. A. Radiologica.