HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Submit a response Alert me when this article is cited Alert me when eLetters are posted Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Satheesha, N. B. Articles by Ramnarayan, K. Search for Related Content PubMed PubMed Citation Articles by Satheesha, N. B. Articles by Ramnarayan, K.

ILLUMINATIONS

BLUNDER LECTURE–AN INNOVATIVE METHOD OF TEACHING

Melaka Manipal Medical College (Manipal Campus)
Manipal, India 576104
E-mail: nayaksathish{at}yahoo.com

An innovative classroom teaching method, "blunder lecture" for first-year medical students is described. The method was aimed to make classes interesting and enjoyable. We define "blunder lecture" as a lecture where the lecturer deliberately makes blunders and students spot the blunders using their prior knowledge.

Students were asked to study the anatomy of the axilla themselves before attending the blunder lecture. They were also informed that the next day there would be a blunder lecture and they would have to spot the blunders during the lecture and discuss them with other classmates in the class. This lecture was planned to make students learn a few topics by themselves and to have a slightly different environment in the class.

The next morning, the students (n = 120) were asked to form 12 groups of 10 students in each group. All the students remained in the same class. A blunder lecture was then given for about 45 min. The students were allowed to discuss among their group members during the lecture. The lecture consisted of 50% blunders. Following the lecture, 20 min were allowed for the students to discuss within their groups and tabulate the blunders. In the next 45 min, one student from each group was asked to present the blunders spotted. Most of the blunders were identified and discussed by the students. The lecturer then listed all the blunders made during the lecture.

Examples of blunders made during the lecture on axilla:

1. Medial boundary of the axilla is made up of middle four intercostals spaces and serratus anterior muscle.
   
2. Long thoracic nerve lies close to the lateral wall of the axilla.
   
3. Axilla contains supraclavicular part of brachial plexus.
   
4. Injury to the lower trunk of brachial plexus results in "Erb’s paralysis."
   
5. Injury to the upper trunk of the brachial plexus results in "Horner’s syndrome."
   
6. First part of axillary artery is related to the trunks of brachial plexus.
   
7. Axillary vein lies lateral to the axillary artery.
   
8. Compression of the radial nerve results in claw hand.
   
9. Intercostobrachial nerve passes through apical group of lymph nodes.
   
10. Axillary lymph nodes of the right side drain their lymph into thoracic duct.
    

Examples 1 and 2 are the blunders that test student knowledge, whereas Examples 3 and 4 are at comprehension and application level. Blunders on Erb’s paralysis and Horner’s syndrome need a higher level of understanding to discuss the disabilities. Example 6 is also a higher level blunder. Students have to know that the trunks of brachial plexus are related to subclavian artery in the posterior triangle of the neck. Parts of brachial plexus related to the axillary artery are the cords and branches.

Topics like Erb’s paralysis and Horner’s syndrome were not understood by the students during their self-directed learning. They asked the lecturer to explain those topics. The students opined that the lecture was interesting and enjoyable. They also told that they interacted with the members of the group and learned a few new facts they had not learned during their self-directed learning. The opinion of the class was that such lectures make them revise their understanding of the lecture topics, and during the blunder lecture they come to know if they still remember what they had revised.The students requested to have more blunder lectures because they were challenging and motivating.

In the past, studies have shown that combining lectures with short activities is an excellent way to keep students interested and involved (1). Student participation will be better if the students come prepared for the class. Earlier studies have shown that one class in a week solely for discussion of learned topics is very useful (2, 3).

Blunder lectures cannot replace the existing lectures, but they can supplement them. One blunder lecture in a week or a fortnight on topics learned during that time might help students revise their topics and test their knowledge during the blunder lecture. This type of lecture could be tried in other disciplines also. The lecturers have to plan their blunders well so that they can incorporate all cognitive domains of the learning process.

We have not found any negative influences of blunder lectures, such as remembering the blunders and reproducing them in the examination. This could be because the students are aware that in that particular class, blunders will be made and then at the end of the class, the blunders will be corrected. Normal is always boring, and students like to see something different in each class. They also get a sense of satisfaction and achievement after attending the class. The students demanding more of such lectures is an indication of popularity of the lecture.

	References

TOP References

 

1. Carbone E. Teaching in large classes. Thousand Oaks, CA: SAGE Publications, 1998.
2. Ebert-May D, Brewer C, and Allred S. Innovation in large lectures. Teaching for active learning.Bioscience 47: 601–607, 1997.[CrossRef]
3. Johnson DW, Johnson RT, and Smith KA. Active learning: co-operation in the college classroom (2nd ed.), Edina, MN: Interaction Books, 1998.

This article has been cited by other articles:

				S. B. Nayak THE BROKEN LECTURE: AN INNOVATIVE METHOD OF TEACHING Advan Physiol Educ, March 1, 2006; 30(1): 48 - 48. [Full Text]

This Article Submit a response Alert me when this article is cited Alert me when eLetters are posted Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Satheesha, N. B. Articles by Ramnarayan, K. Search for Related Content PubMed PubMed Citation Articles by Satheesha, N. B. Articles by Ramnarayan, K.