Dear Dr Ahmad. Thank you for your question. I think we need to ask ourselves what cause students not to attend lectures? What can lectures offer other than factual information? Are lectures the ideal teaching tool in higher education, particularly in medicine? The answers to these questions are vital to understand that lectures have their limitations and most universities have reduced the number of lectures significantly in the preclinical years and used a number of more effective teaching tools such as problem-based learning, case-based learning, team-based learning, flipping classroom, student-led seminars, tutorials, small group learning, e-learning, e-cases, multimedia learning programs, self-directed learning, simulation, etc. In clinical years a good number of universities have no lectures in the curriculum, and other activities and learning tools are used as explained above plus, bed-side teaching, simulation, and tasks in the clinical skills lab. In several universities, the attendance of lectures is not compulsory. Also, they place the powerpoint on the university system for students to refer to as needed together with other teaching resources. So most universities are moving to a student-centered curriculum that enhances students' learning activities, these changes necessitated changes in the roles of teachers to facilitate, guide and give feedback.

Dear Dr Ahmad. Thank you for your question. I think we need to ask ourselves what cause students not to attend lectures? What can lectures offer other than factual information? Are lectures the ideal teaching tool in higher education, particularly in medicine? The answers to these questions are vital to understand that lectures have their limitations and most universities have reduced the number of lectures significantly in the preclinical years and used a number of more effective teaching tools such as problem-based learning, case-based learning, team-based learning, flipping classroom, student-led seminars, tutorials, small group learning, e-learning, e-cases, multimedia learning programs, self-directed learning, simulation, etc. In clinical years a good number of universities have no lectures in the curriculum, and other activities and learning tools are used as explained above plus, bed-side teaching, simulation, and tasks in the clinical skills lab. In several universities, the attendance of lectures is not compulsory. Also, they place the powerpoint on the university system for students to refer to as needed together with other teaching resources. So most universities are moving to a student-centered curriculum that enhances students' learning activities, these changes necessitated changes in the roles of teachers to facilitate, guide and give feedback.

Thank you Sami, but what type of learning method you follow in your university?

I believe that both of them are important for the students.

theoretical concepts are important in all fields.

Lectures in large groups can be used to introduce a topic or to present a concept and removing any misconception, or to present a topic in concise form after searching from different sources. Hence we cannot totally ignore lectures as these have a place even in Problem Based learning Curriculum. Number of lectures may be reduced and based on specific objectives that are not fulfilled by other teaching tools.

I thing it is very important that medical student attends the theoretical lectures.

A lot surely depends on whether your lectures are worth attending. Do your students attend your lectures because they are obliged to attend or because they choose to attend? If it becomes necessary to make attendance at lectures compulsory, then one must wonder why the students would otherwise choose not to attend.

Dear, Dr.

It depends to the number of students and there ability to understand the materials.

I have long argued that attendance should not be mandatory and was not in Dundee until some introduced registers and penalties for non-attendance. The register is though, a two-sided coin; students who, after poor exam results, complain they were not taught something when they have patently not turned up to the forum in which it was presented have little ammunition to lob at the establishment.

There are so many other interesting sources of information and on-line learning tools that it is impossible to compete. only comliment. My lecture outlines are on line and the voluntary lectures add meat to these bones. However I usually get a lecture theatre full when I lecture so I have assumed students think them 'worth attending'. It is also a quasi appointment to find a lecturer and ask question on the current topic or other material.

To say 'I thing(sic) it is very important' (Rana A.J Al-Adhamii vide supra) they attend is without rational basis.

Dr Ahmad, Thank you. We use a number of teaching and learning tools that enforce active learning. These tools are student-centred and enable students to become responsible for their learning. They also enforce self-directed learning, search for information and construction of knowledge. Let me give a few examples:

- Problem-based learning: are central to the theme of the week.

- Tutorials: aim at enhancing discussion and application

- Student-led seminars: students in small groups discuss a topic and the tutors facilitate the discussion.

- Case-based learning.

- Practice clinical examination, history taking, and procedural skills in the clinical skills lab and with the help of the simulation patients.

- Task-based learning: students examine a patient or take a history from a patients, then we open the discussion in the conference room.

- DXR, and use of e-cases as part of self-directed learning

For lectures, we aim at turning them into flipped classes, where students receive tasks to do before the lecture. So during the lectures, we can go deeper to do more questions and open the discussion.

I hope this helps. Best regards, Prof S Azer

It is important for medical students to attend theoretical lectures in all fields of practical knowledge, including medicine. Theory is, so to speak, an attempt to make sense of such knowledge. That said, clinical trials offer the prospect of putting theoretical medicine to the "reality test". The battle between theory and practice in medicine is an artificial contest. Theory and practice bounce off each other and, crucial this, need each other.

I've been always a supporter of attendance to lectures. I think both the theoretical and the experimental ones are fundamental (as well as tutorials, etc., depending on the field of study).