Abstract：
Postgraduate medical education often relies on the traditional lecture model with low knowledge retention rates of 5-20%. Cognitive overload from excessive information during lectures diminishes learning efficacy. To optimise learning, evidence suggests prioritising active engagement, streamlining visual aids, introducing clinical scenarios, and incorporating audience response systems may further enhance retention and comprehension. In conclusion, the traditional lecture must evolve into more interactive and engaging modalities to facilitate increased participant long-term learning as summarised in this review.
摘要：
研究生医学教育通常依赖于传统的讲座模式，知识保留率低，为5-20％。讲座期间过多信息导致的认知过载会降低学习效率。为了优化学习，有证据表明，优先考虑积极参与，简化视觉辅助工具，介绍临床场景，并纳入受众响应系统可以进一步增强保留和理解。总之,正如这篇综述所总结的那样，传统的讲座必须演变成更具互动性和参与性的方式，以促进更多参与者的长期学习。
