Oral presentation in class, teacher vs. student: effects on the retention of group knowledge

Keywords: Oral presentation, knowledge retention, group learning, knowledge differences, educational dynamics, pedagogical strategies

Abstract

Introduction: The oral presentation in class is a valuable tool for the individual student, which allows him to share knowledge and demonstrate understanding of a topic. The quality and effectiveness of the presentation can vary widely depending on various factors, such as experience and communication skills. On the other hand, the teacher has greater experience and knowledge in the subject they teach due to their academic training and practical experience, as well as a greater ability to explain and teach knowledge in an effective and structured way. These differences in the level of knowledge between teacher and student sometimes represent a problem regarding group learning on the subject that is being exposed.

Objective: Characterize the differences between the oral presentations of teacher and student over group learning, with the purpose of identifying areas in which teaching methods can be improved.

Methods: 140 second-year students of the General Physician career participated, randomly assigned to two experimental conditions (teacher vs. group vs. student vs. group), which were subjected to learning and test tests. Subsequently, the cognitive load, performance and efficiency were measured.

Results: Learning is superior when the teacher gives an oral presentation of a complex cognitive task if performance is measured in transfer problems. On the other hand, learning is better when the student gives the oral presentation if the performance is measured in retention problems.

Conclusions: The oral presentation given by the teacher has a positive effect on deep group learning of complex cognitive tasks.

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Author Biographies

Josué Camberos-Barraza

Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México.

Doctorado en Ciencias en Biomedicina Molecular, Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, México.

Alejandro Camacho-Zamora

Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México.

Marco Antonio Valdez-Flores

Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México

Carla Ernestina Angulo-Rojo

Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México.

Maestría en Ciencias en Biomedicina Molecular, Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, México.

Alma Marlene Guadrón-Llanos

Doctorado en Ciencias en Biomedicina Molecular, Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, México.

Juan Fidel Osuna-Ramos

Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México.

Ángel Radamés Rábago-Monzón

Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México.

Doctorado en Ciencias en Biomedicina Molecular, Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, México.

Verónica Judith Picos-Cárdenas

Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México.

Luis Alberto González-García

Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México.

Alberto Kousuke De la Herrán-Arita

Facultad de Medicina, Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México.

Published
01-10-2023
How to Cite
Camberos-Barraza, J., Camacho-Zamora, A., Valdez-Flores, M., Angulo-Rojo, C., Guadrón-Llanos, A., Osuna-Ramos, J., Rábago-Monzón, Ángel, Picos-Cárdenas, V., González-García, L., & De la Herrán-Arita, A. (2023). Oral presentation in class, teacher vs. student: effects on the retention of group knowledge. Medical Education Research Journal, 12(48), 80-96. Retrieved from https://riem.facmed.unam.mx/index.php/riem/article/view/1280