ABSTRACT
Generally, the literature has achieved a consensus that lectures are an appropriate teaching method for delivering information (Bligh, 2000; Newble and Cannon, 1994), particularly when the contents need to be synthesized, eg, in screening for prostate cancer, linking the physiology of cancer growth with the anatomy of the prostate, and the ethics of diagnosing a symptomless disease that has unproven treatment regimens. Lectures are appropriate for developing an interest in a subject particularly from a special perspective, eg, the public health benefits of stopping smoking contrasted with the pleasures from smoking for a stressed, unemployed single mother. Lectures are also useful for short-term memorization, eg, revision lectures before examinations (Curzon, 1990).
