Self-Directed Learning versus Lecture in Medicine
	Richard Dusold, Texas A&M Health Science Center
	Mark Sadoski, Texas A&M University 

Despite the predominance of large-group lecture in medical education, 
little research demonstrates its value over more self-directed learning. 
Medical students were randomly assigned either to attend lectures or not 
to attend lectures. Those not attending lectures were provided a weekly 
session to ask questions of the course director.  Results on a content 
test showed no difference between the groups.  Students in the self-directed 
group seldom attended the weekly sessions but liked the flexibility of the 
self-directed approach.

Academic Exchange Quarterly  Winter  2006  
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