Using creative elements of teaching is essential but poses a challenge in the large lecture format. Several elements have proven to be beneficial in engaging students in learning complex materials. Strategies incorporating energetic teaching are received well with students and allow faculty to express their personality. Searching for innovative ways to present an ever-expanding body of knowledge and promote learning leads to the use of combing successful strategies. Incorporating humor, wearing a costume, play acting, and using the classroom as a "stage" to present materials lead to successful presentation of challenging class content.
The Stage
Standing in front of the large lecture hall with rows of ascending seats before me, I have often felt that I was on stage, a one-woman play. Every lecture I gave was the production, and sharing the headline with me were my trusty power point slides. Props were rare including only an occasional piece of equipment, which the interested student would come down to look at during the break. From the looks of the students, the monolog was often met with reviews of monotony. The lecture format typically consisted of a passive environment, formal and academic. Although essential, using creative elements in the large lecture format posed a challenge.
Innovative Ways of Presenting Knowledge
Looking for innovative ways to present an ever-expanding body of knowledge and promote learning, the use of a "stage" as a forum to present content seemed intriguing. Masters1 used "Hollywood in the Classroom" by presenting feature films in enhancing the clinical component of a psychiatric mental health nursing class. The film experience kept the students entertained and was a creative way to engage them. Both students and faculty rated the experience a success. In teaching through films, Alexander2 suggests that instead of targeting the language areas of the brain, films focus on the visual areas of the brain, therefore enhancing student retention of the materials presented.
Continuing along with the acting theme, role playing has proven to be a useful teaching tool in the clinical and classroom arenas. Role playing is a shared experience, and each student's impression of what is presented is understood in different ways. This variety in interpretation can stimulate discussion and facilitate participation.
Humor
Being involved in nursing education for quite a few years, a sense of humor seems to compliment the role. When students are dealing with sensitive topics or uncomfortable situations, humor may be used successfully to facilitate learning throughout the clinical setting.3 Humor proves beneficial when engaging students in learning complex materials. Lee and Lamp4 describe the successful use of humor and role playing in reinforcing key concepts in a Maternal-Child Health course. In addition, strategies incorporating humor allow faculty to express their personality and promote positive faculty-student relationships and role socialization.4,5 Robbins6 in describing humor to enhance learning in the skills laboratory found that the students mastered skills, improved rapport, and retained content.
Happy Halloween
Increasing class attentiveness in addition to wanting to incorporate innovative teaching strategies in the classroom to promote learning, the decision was made to combine several of the strategies discussed. The use of humor, role playing, and a costume seemed most fitting and appropriate when presenting a class on organ transplantation. Because the class always takes place in the fall near the end of October, Halloween seemed the perfect time to use these innovative strategies. A strong fundamental understanding of the significance of the immune system is an essential element when presenting organ transplantation content. An emphasis is made regarding the vital role the T cell plays and its importance within the immune system. This information is essential to further understanding transplant concepts: rejection, graft versus host, and life-long immunology concerns.
In previous courses, the students are taught about the body's defense system. Terms such as "running surveillance," "defense mechanisms," and "fighting off intruders" are commonly used. Because the T cell is often looked at as taking the lead role in the army of immune cells, the decision was made to dress up this cell to emphasize the material.
To begin the lecture, a "Happy Halloween" is wished to all that celebrate the holiday, and a power point slide depicts the first official transplant recipient, "Frankenstein." The class learns of his transplant and how the organs were procured; all the while, the professor starts layering additional pieces of clothing on top of what is already there from a suitcase under the lectern. Camouflage pants are slipped over slacks and a camouflage jacket is added as well. ("Cammo" is no longer the proper term for these items because they are now known in the trade as battle dress uniforms). The lecture changes to a brief refresher of the immune system as the costume continues to be assembled: combat boots, hat, and a large, orange, Styrofoam "T" is attached to the front of the jacket. Because this particular T cell is a sophisticated T cell, a strand of pearls is added as well. A head set is placed on the head and ears to further depict the T cell as one of the primary cells in the immune system. To finish off the ensemble, a large, yellow water gun is slung across the back accompanied by the explanation that the immune system runs surveillance in the body and is equipped with an arsenal of weapons to defeat potential intruders. Before slinging the gun across my back, a power point slide informing the students that the gun is not real along with a note thanking Reserve Officers' Training Corps for the uniform appears on screen. A brief review of the immune system has taken place by the time the costume is completely assembled and the lecture commences. What was somewhat startling after the attire was completed were all of the cell phones with cameras being whipped out of backpacks to capture this event.
The lecture content includes all transplantable organs, affording the opportunity for many scenarios to be played out by the costumed instructor. Throughout the lecture, when specific topics are presented, a scene relating to what is happening with the T cell in the body during that time is performed. For example, one scene that is acted out is when the T cell confronts the newly transplanted organ and the battle that ensues is not only described but reenacted. This is followed by a discussion of how to counter this battle within the immune system, and immunosuppressants are introduced into the lecture at that point. A variety of scenes are acted out with an informal, slightly memorized script that is ever changing but always covering the essential elements. Acting as the T cell on steroids (as most transplant recipients are on steroids as part of their regime), I believe I am impersonating (poorly but effectively) Rocky Balboa. At the end of the lecture, each student receives a Halloween "treat" of an organ donation awareness pin that is attached to an organ donation card.
Concerns
In addition to the usual preparation for any lecture, considerable time and effort are made with regard to skit preparation and organization of the "show." Contact with the University's Reserve Officers' Training Corps on campus is necessary to procure battle dress uniforms. Because the lecture falls around Halloween time, assurances need to be given that (a) the battle dress uniforms are not being borrowed for protesting purposes and (b) that they will not be used for trick-or-treating. In addition, campus security needs to be contacted informing them of what, where, and when the lecture will be presented because a woman standing in front of a classroom in camouflage with a gun slung over her back is sure to gain attention. Interestingly, as requests were placed with both Reserve Officers' Training Corps and campus security surrounding the needs for the lecture, both groups requested (and were granted) permission to sit in on the lecture as their curiosity was peaked.
Concerns putting this lecture together included the use of a play gun in the classroom and acknowledging Halloween as something not all students observe this occasion. Neither was mentioned in the evaluations nor did any students present these concerns to me. One change that did have to be made after the first presentation was a change in clothing selection. The combination of standing under bright lights and wearing wool slacks, long-sleeved shirt, uniform, helmet, all while "going through the change" did not make for a pleasant feeling at the end of the lecture. Light clothing is now the choice for the first layer.
Student Feedback
Two years worth of course evaluations have indicated that this lecture is well received and affirms the success of using active teaching strategies. This particular lecture is rated by the students as one of the most memorable lectures given. More than 300 students have heard the lecture, and course evaluations year after year have commented on "never forgetting the terrific T-cell lecture," "most memorable part of the skit is where the T cell confronts the new organ," and "thanks for the visual, it helps!" Comments also included incorporating costumes and acting into all of the lectures. Anecdotally, during the week I dressed in costume, I was sporting black slacks and a black top. The following week (apparently not a slave to fashion), black slacks and a black top were worn again to the class. Rumblings were apparent when the lecture began. When asked, the class acknowledged their hopes for another "show" because I was dressed similarly. The students were clearly disappointed and this is one disadvantage in that the student's expectations that faculty be entertaining with subsequent presentations were raised.
Summary
Lee and Lamp4 believe that energetic teaching conveys to the students that the teacher enjoys the time with them and that learning can be fun. This was a positive experience for me and continues to be so. Nothing is more rewarding than being in the hospital and encountering a previous student who approaches you stating, "I'll never forget the T-cell lecture[horizontal ellipsis].that was terrific and I will always remember it!"
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