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Interleaved lecture-practice-lecture-practice sessions alternating with practice-lecture-practice according to content

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The integrated histology course replaces separated lecture blocks with sessions in the morphology laboratory where short lecture segments alternate with immediate microscope practice. Teaching patterns "lecture-practice-lecture-practice" and "practice-lecture-practice" were "alternatively employed according to the content", with theory and practice in a 2:1 proportion. For example, muscular tissues began with slide observation to build perceptual knowledge before the lecture, then a second observation round.

Design Implications

Context

Requirements

  • Sessions held in a laboratory equipped with light microscopes, virtual microscopy, computers with digital panorama imaging system and multimedia teaching system

Constraints

  • Theory-to-practice time proportion of 2:1 in the integrated course; capacity limited by laboratory size

Target Learners

  • second-year undergraduate medical students

Learning Goals

  • histology: microscopic structure of human tissues and organs

Claims

Examples

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Key Sources

  • Xiaoye Lu, Xin Cheng, Ke Li, Kenneth Ka Ho Lee & Xuesong Yang. (2016). Integration of Histology Lectures and Practical Teaching in China. International Journal of Higher Education, 5(4). https://doi.org/10.5430/ijhe.v5n4p157
Page metadata
Field Value
type design
id lecture-practice-interleaved-sessions
title Interleaved lecture-practice-lecture-practice sessions alternating with practice-lecture-practice according to content
description The integrated histology course replaces separated lecture blocks with sessions in the morphology laboratory where short lecture segments alternate with immediate microscope practice.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — xiaoye-lu-2016

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