[Windmill principle versus clockwork principle--tradition and interaction in academic lectures. A. N. S. A. Radiologica]. / Windmühlenprinzip versus Uhrwerkprinzip--Tradition und Interaktion in der akademischen Vorlesung. A. N. S. A. Radiologica.

ABSTRACT

In reply to depersonalization of teaching, students hiding behind anonymity and their decreasing effective presence in campus life, academic teaching has to become practice-oriented, attractive and at least more effective. The traditional teacher-based lecture competes with student-centered and issue-related academic events like problem-based learning, thus, concerning student-teacher interaction. The model of a clockwork represents the components of a traditional lecture. The model of a windmill is suitable for explaining synergistic effects in scope and experience during an interaction concerned lecture. An example of student-teacher interaction and students' activation even in a preclinical course of lectures on anatomy and radiology is given. A high response and acceptance of the lecture is assured by structure-and process-oriented features.