Answer to "How can I give a good 'lecture'?"

  • Prepare for the lecture and plan the lecture the students should receive rather than the one you want to give.

  • Think about how you will structure or organise the lecture (Q5)

  • Plan the start of the lecture – how you will engage the students in the first minute

  • Present the structure at the beginning – this serves as an ‘advance organiser’ that guides the student through what is presented in the lecture

  • Present the information in bite size chunks

  • Bring the subject to life with narratives or examples that capture the students imagination

  • Make the experience an active rather than passive one (Q6)

  • Use aids such as PowerPoint effectively (Q8)

  • Summarise and highlight key points during and at the end of the lecture

  • Plan the end of the lecture – what should the learner think about on leaving the lecture

  • Link the lecture to the course learning outcomes

  • Do not overload the student with information



Brown, G., and Manogue, M (2001).  AMEE Medical Education Guide No 22: Refreshing lecturing: a guide for lectures.  Med Teach. 23:231-244.

Harden, R.M. and Laidlaw, J.M., (2017).  Essential Skills for Medical Teacher.  Elsevier.

Kessler, C.S., Dharmapuri, S., and Marcolini, E.G., (2011).  Qualitative analysis of effective learning strategies in emergency medicine. Ann Emerg Med. 58 5: 482-489, e7).

Revell, A and Wainwright, E (2009).  What Makes Lectures ‘Unmissable’? Insights into Teaching Excellence and Active Learning.  Journal of Geography in Higher Education. 33:2, 209-223.