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from Section 2 - Teaching Methods
Published online by Cambridge University Press: 24 November 2022
The traditional lecture has proven to be a remarkable survivor in the fickle world of medical teaching and learning. The traditional, 50-minute, didactic lecture is continually under attack, with critics arguing that its format is inflexible, audiences lose interest and there is insufficient interaction, if any, in most lectures. But while the lecture certainly violates many of the sacred tenets of contemporary education, it has nonetheless survived and even thrived in a world of incessant educational innovation and countless online teaching initiatives. Why?
Why is the traditional lecture still so popular? How has it survived? And how can we use the enduring appeal of the lecture format to best advantage in modern medical education and postgraduate training?
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