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Concept: Public lecture

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The Department of Dental Medicine of Lutheran Medical Center has developed an asynchronous online curriculum consisting of prerecorded PowerPoint presentations with audio explanations. The focus of this study was to evaluate if the new asynchronous format satisfied the educational needs of the residents compared to traditional lecture (face-to-face) and synchronous (distance learning) formats. Lectures were delivered to 219 dental residents employing face-to-face and synchronous formats, as well as the new asynchronous format; 169 (77 percent) participated in the study. Outcomes were assessed with pretests, posttests, and individual lecture surveys. Results found the residents preferred face-to-face and asynchronous formats to the synchronous format in terms of effectiveness and clarity of presentations. This preference was directly related to the residents' perception of how well the technology worked in each format. The residents also rated the quality of student-instructor and student-student interactions in the synchronous and asynchronous formats significantly higher after taking the lecture series than they did before taking it. However, they rated the face-to-face format as significantly more conducive to student-instructor and student-student interaction. While the study found technology had a major impact on the efficacy of this curricular model, the results suggest that the asynchronous format can be an effective way to teach a postgraduate course.

Concepts: Effectiveness, Efficacy, Preference, Utility, Lecture, Presentation, The Residents, Public lecture

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This essay stems from the 35th annual C. H. McCloy Research Lecture at the 2015 SHAPE America National Convention & Expo in Seattle, WA. The lecture series has 2 main aims. First, it provides an annual forum for a contemporary scholar to delve deeply into her/his work and to share that work with her/his peers. Second, it is an enduring tribute to the pioneering work and influential career of Charles Henry McCloy (March 30, 1886-September 18, 1959), research professor emeritus at the University of Iowa. This essay is composed of 6 sections: a prologue, a biography of McCloy, my autobiography, the fundamental premises and overarching aims of my work, a summary of my research contributions aimed at promoting inclusive physical activity, and an epilogue. The entire article is built around the construct of maps, mechanics, detours, and traveling companions. Paradigm shifts and insights are unraveled as the work unfolds and becomes increasingly integrated. Rarely does a scholar have the chance to provide a narrative of this nature, and it is hoped that this essay will inspire others to discover their own scholarly pathways and to contextualize and reflect on their contributions for the greater good of the field of kinesiology and society.

Concepts: Paradigm, Academia, Lecture, The Work, Professor, Public lecture, Professor Emeritus, National Convention

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This article introduces the Journal of Health Communication’s special section, Evaluating Health Communication Programs. This special section is based on a public lecture series supported by the National Library of Medicine titled “Better Health: Evaluating Health Communication Programs” designed to share best practices for using evaluation research to develop, implement, refine, and institutionalize the best health communication programs for promoting public health. This introduction provides an overview to the series, summarizes the major presentations in the series, and describe implications from the series for translational health communication research, interventions, and programs that can enhance health outcomes.

Concepts: Health, Evaluation, Policy, Communication, Lecture, Teaching, Public lecture, Lecture series

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BackgroundAlthough it is often criticised, the lecture remains a fundamental part of medical training because it is an economical and efficient method for teaching both factual and experimental knowledge. However, if administered incorrectly, it can be boring and useless.Feedback from peers is increasingly recognized as an effective method of encouraging self-reflection and continuing professional development. The aim of this observational study is to analyse the impact of written peer feedback on the performance of lecturers in an emergency medicine lecture series for undergraduate students.MethodsIn this prospective study, 13 lecturers in 15 lectures on emergency medicine for undergraduate medical students were videotaped and analysed by trained peer reviewers using a 21-item assessment instrument. The lecturers received their written feedback prior to the beginning of the next years¿ lecture series and were assessed in the same way.ResultsIn this study, we demonstrated a significant improvement in the lecturers¿ scores in the categories `content and organisation¿ and `visualisation¿ in response to written feedback. The highest and most significant improvements after written peer feedback were detected in the items `provides a brief outline¿, `provides a conclusion for the talk¿ and `clearly states goal of the talk¿.ConclusionThis study demonstrates the significant impact of a single standardized written peer feedback on a lecturer¿s performance.

Concepts: Scientific method, Medicine, Improve, Observational study, Demonstration, Lecture, Teaching, Public lecture

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Two years ago, I was invited to visit Kashmir and Pakistan to organise workshops and study sessions in nursing colleges and hospitals. Word spread fast and I ended up with a five-city lecture tour of Pakistan, lasting six weeks.

Concepts: English-language films, Lecture, Pakistan, Public lecture

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OBJECTIVE The chronic workforce shortage in child and adolescent psychiatry (CAP) remains a germane issue that has been difficult to deal with effectively. Collaboration between medical schools without sufficient CAP resources and those with enough to share may help improve interest in the field. METHOD This lecture series piloted a collaborative effort between CAP residents from a Midwest academic center and student-led interest groups from two osteopathic medical schools. CAP residents led nine interactive lectures with medical students on relevant topics, using video-teleconferencing. Baseline and follow-up surveys were used to assess attitudes and responses to the lecture series. RESULTS A group of 175 students completed the baseline survey; 43 students completed the follow-up survey; 21 of 43 (48%) reported that the lectures would positively influence their career choice toward CAP. CONCLUSION Interactive lectures via video teleconferencing demonstrated potential to improve medical students' exposure to CAP, and they were well received in this initial pilot study.

Concepts: Medicine, Educational psychology, Academia, Medical school, Psychiatry, Collaboration, Lecture, Public lecture