References
- Bennett M. How do students learn in lectures?. Med J Aust 1978; 1: 80–81
- Biggs J. Student approaches to learning and studying. Australian Council for Educational Research, Melbourne 1987
- Brown SC, Craik FIM. Encoding and retrieval of information. Oxford University Press, New York 2000
- Brown G, Manogue M. AMEE medical education guide no. 22: Refreshing lecturing: A guide for lecturers. Med Teach 2001; 23: 231–244
- Di Leonardi BC. Tips for facilitating learning: The lecture deserves some respect. J Contin Educ Nurs 2007; 38: 154–161, quiz 162–163, 175
- Findley LJ, Antczak FJ. How to prepare and present a lecture. JAMA 1985; 253: 246
- Foster JK, Jelicic M, editors. Memory: Systems, process, or function?. Oxford University Press, New York 1999
- Gunderman RB. Resuscitating the lecture. J Am Coll Radiol 2004; 7: 516–518
- Harter C, Schallberg D, Möltner A, Kadmon M. Frontalunterricht oder interaktiver Gruppenarbeit? Ein Vergleich des Lernerfolgs und der studentischen evaluation für das Fach Biochemie. GMS Z Med Ausbild 2009; 26: Doc23
- Kiewra KA, Dubois NF, Christian D, Mcshane A, Meyerhoffer M, Roskelly D. Note-taking functions and techniques. J Educ Psychol 1991; 83: 240–245
- Medin D, Ross BH, Markmann AB. Cognitive psychology, 4th. John Wiley, New York 2004
- Minto B. The minto pyramid principle: Logic in writing, thinking and problem solving. Minto Books International, Inc, London 2002
- Nilson LB. Making the lecture a learning experience. Teaching at its best. A research-based resource for collefe instructors. Anker Publishing Company, Inc, Bolton, MA 1998
- Sutherland P, Badger R. Lecturers’ perceptions of lectures. J Higher Educ 2004; 28: 277–289
- Ware JE, Jr, Williams RG. The Dr Fox effect: A study of lecturer effectiveness and ratings of instruction. J Med Educ 1975; 50: 149–156