A health lecturer requires more than knowledge of the content of a particular subject to meet changing expectations. Students are specializing more and more in nursing, dentistry and medical procedures. Their numbers are increasing as well calling for new strategies. New delivery methods must make concepts easier to understand and implement in work places.

The new trend in the world is a movement towards more interactive learning methods as provided in the new curriculum. There is advocacy for lesser numbers in class which makes it possible to sustain enthusiasm. A paradigm shift is urgently required especially with the introduction of PDAs, tablet computers and laptops. It calls for modification of old models used in learning and embracing new customized, interactive and self-paced options.

Policy makers in the health education sector are favoring reduced class hours and increased practical and interactive sessions. Lectures are very passive and might not transmit necessary skill needed in the field. Participatory sessions are considered productive and should systematically replace lectures. This does not mean that all lectures do not add value to the profession. The number of people in a lecture hall should not necessarily be a gauge for success.

There is something more to a lecture than the plain reading of notes. It has variously been defined as a dance where the lecturer and students participate. Both respond to the dance and are energized by the words therein. They draw inspiration from participating in the session. It should therefore be considered a life and career changing event.

There is value in the presence of a lecturer that cannot be delivered when a student follows an online module or reads a book. Real time delivery which is only possible during a physical lecture adds greater value. A lecture goes beyond information into inspiring a learner and engaging his or her imagination. It should be easier and better to understand a concept during a lecture than when one reads.

If learning was all about information, electronic sources and physical books would be ideal. The heart and mind of the lecturer should be enthusiastic enough about the concepts to inspire the learner. The effect must be reciprocated in the student such that he or she captures the same mind and heart. The future should spread in front of their eyes and be grounded on the concepts they are learning.

The result of a successful lecture should not be confined to passing examination, getting good grades and the resulting certificate. It should be the source of new connections, imaginations and questions in life. It should shape and make clearer the careers and lives of the students.

To achieve this, one must create a story format for every topic. There must be a beginning, development and end. The beginning is a problem that seeks answers. This is where curiosity, suspense and expectations are created. The lecture then transforms into a quest for answers.

The delight and enthusiasm of a health lecturer is reflected in the students. Delivering in this manner ensures that their expectations are met. You should not be surprised when your students ask a question you have never thought about. Your perspectives on the topic will be passed on to them like flu.