Proceedings of The Physiological Society

Europhysiology 2018 (London, UK) (2018) Proc Physiol Soc 41, C118

Oral Communications

Integration of student-led lectures as an innovative interactivity in teaching

D. Khosravinia1, L. Shang1

1. Faculty of Life Sciences, University of Bradford, Bradford, United Kingdom.


Interactivity in teaching is prevalent in lectures. As student number and teaching information increase in Higher Education, the variety and quantity of interactivity employed seems decreasing, and is mostly reduced to a simple Q&A. This can have negative impacts on teaching, such as reduced interests in subjects and understanding for lectures, consequently affecting grades. Developing effective interactivity in teaching is therefore important. In this presentation, we report student-led lectures as a new form of interactivity in teaching, which we employed in level 4 Human Physiology module within Biomedical Sciences course. A case study, and its advantages, feedback, and future improvement are explained. The content of student-led lectures can be summaries or extra information to the module. There are several benefits to have student-led lecture: 1. When students deliver a lecture, they need to fully understand the module content and beyond. This improves their self-study ability and independency, and subsequently improve the directed learning, which is crucial as it can improve student's marks and framework of knowledge. This also requires an ability to present in their own words. 2. Module Leader will know to what extent student has understood the module, providing useful firsthand feedback on his lectures. 3. Other students will benefit from it with (a) increased confidence and intellectual stimulation by peer lecture delivery, increased understanding of content and studying ability. (b) Exposure to different perspective in the same module prompts them to think, so they form their own views on the module and not simply "absorb" a monotonous view by the module leader. This promotes a full understanding of the module and connection of knowledge between different modules. (c) Learning from someone with a similar level of knowledge may be better than from someone with more knowledge of the subject, as patterns of understanding can be learned. This idea was executed by a student delivering a 30 min lecture containing an original case study and a summary of the Semester 2 Human Physiology module to the entire class (n=141). The student delivered the lecture with the help from the module leader. As a result, the student achieved improved exam mark (83% to 95%). Most of students in the class gave positive feedback commenting on its benefits and how it aided their understanding of the module as a whole. There was also an increase in the mean grade of the class (5% above previous year). By integrating student-led lectures as further interactivity in Physiology and other modules, students will benefit from sharing their learning experiences, increasing their understanding and involving them in discussions. More improvement could be done in the future. Hopefully, this new form interactivity of student-led lectures will be incorporated in more teaching.

Where applicable, experiments conform with Society ethical requirements