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Slate to great: Leveraging blackboards, the bigger brother, for effective medical teaching
[To cite: Sabeen F. Slate to great: Leveraging blackboards, the bigger brother, for effective medical teaching. Natl Med J India. DOI: 10.25259/NMJI_156_2025]
In the realm of paediatric cognitive development, a humble tool has long played a pivotal role: the slate. As a pedagogical instrument, the slate offers a unique set of benefits that foster fine motor skills, hand-eye coordination, and cognitive growth in children. The act of writing on a slate with chalk enhances tactile awareness, promotes dexterity, and encourages experimentation with creative expression. Moreover, the slate’s impermanent nature allows children to confront and learn from mistakes, developing resilience and perseveranisece. Similarly, the blackboard, a larger canvas for creative expression, offers a shared space for knowledge acquisition, social interaction, and collaborative learning. From a neurodevelopment perspective, these tools facilitate the development of critical thinking, problem-solving, and communication skills, laying the groundwork for future academic and professional success. Hence, it would not be incorrect to call the mighty blackboard a big brother of the slate.
Medicine is a scientific discipline which not only requires written instructions but also diagrams; colourful, beautiful and full of life. There are different colours for different structures, the glowing red for arteries, calm blue for veins and bright yellow for nerves. The arteries and veins travel with each other, beautifully intertwined yet apart. The muscles carefully cover the bones and make sure to attach themselves to a specific point on the bones. The spinal nerves arise vigorously and spread like the wild wind. The subtle, delicate and precise job of teaching medicine is surely difficult to describe.
The classical method of teaching medicine is with the help of clinical cases and blackboard or whiteboard lectures. Chalk-talk lectures are the most common and oldest teaching techniques. But with the introduction of digitalized teaching in universities, PowerPoint (PPT) presentations have taken their place. The increasing use of PPT presentations came as a response to the technological advances. I also use PPT presentations for my lectures; however, it doesn’t mean that I have abandoned writing boards. I feel that is more an aesthetic preference and a tradition. They always seem more reliable and lower -maintenance. Slides can deliver facts quickly, but so can books or the internet.
There is no need to require students to physically attend classes for material that can be effectively learned at home. Students may feel that if a document of the PPT presentation is shared before the class, there is no need to attend the class at all. They are getting the same information as is already present in the books. Moreover, when students know that they are going to get the document version of the lecture, they tend to avoid writing notes in class and sit idle.1 Studies have shown that students who used laptops to study printed notes performed worse on conceptual questions than students who took notes longhand.1 While taking notes can be beneficial, the laptop note takers ‘tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.1 Students may rely too heavily on digital tools and not develop the skills to take notes by hand. I have encountered several instances where students knew all the answers but could not perform well in examinations just because they could not finish writing in time. Writing practice should start in the lecture class in the form of notetaking and not wait for the document version. Taking notes helps even when the examination is multiple-choice. The act of writing forces the students to listen, pick out key ideas, and rephrase them, which boosts encoding and later recall. In my classes, I notice the students who are actively taking notes tend to acquire higher grades and better conceptual quiz performance, students who take strategic notes recall more, understand content better, and prepare more effectively, regardless of question format. Reviewing those notes afterwards is where much of the gain happens.
For multiple choice tests specifically the notes give the students a targeted review of definitions, distinctions, and details that multiple choice items tend to probe. Handwritten notes tend to produce stronger memory traces than verbatim laptop transcription, but any organized notes that the students actually revisit are better than none. I encourage my students to write or just scribble in the class in whatever language they best understand, so that when they go back to the slides, they can recall easily what I explained. One of the most important methods of teaching is the imitation method. When the teacher writes on the board, the students tend to imitate it and copy it in their notebooks. This way, they tend to remember better. Successful imitation may boost their confidence and ability to rewrite the same thing in the examinations. The psychologist, Dr Albert Bandura’s theory emphasizes the importance of imitation. Imitative learning has a great potential, greater than other ways of learning. The emotional connection between a student and teacher is important in imitative learning.2
Slides are great for showing histological images or animations, so it is smart to use them to explain 3D versions.
Drawing on a writing board in front of the students grabs their attention and excites them about what is coming next. A student is required to draw diagrams in the examination, and what is a better motivation than a teacher drawing the same in front of them on a writing board? Also, when using a blackboard, I find lectures to be perfectly paced in that the instructor and students are usually more in sync. Students end up having more time to process what is going on.
PPT excels in clarity, organization, and visual aids, while writing boards shine in student engagement, note-taking, and lecture continuity. A holistic, integrative approach that harnesses the strengths of both methods is recommended for optimal understanding and effectiveness in teaching. PPT is a mere tool, and its use can quickly become an abuse of the students, even without the knowledge of the instructor.
There is nothing like the smell of fresh dry chalk on the blackboard, right?
The smell of chalk is indeed a powerful trigger that can evoke memories and emotions associated with learning. This phenomenon is often referred to as the ‘Proust effect,’ named after the French author Marcel Proust, who wrote about the vivid memories triggered by the smell of madeleines in his novel ‘In Search of Lost Time.’
The smell of chalk can transport us back to our childhood classrooms, where we first learned to write, solve mathematics problems, and explore the world of knowledge. The familiar scent of chalk can trigger a sense of nostalgia, comfort, and familiarity, making us more receptive to learning. Research has shown that our sense of smell is closely linked to our brain’s limbic system, which plays a key role in emotion, motivation, and memory. When we smell something familiar, like chalk, it can activate the brain’s reward centres, releasing dopamine and other neurotransmitters that enhance our mood and motivation.3 So, it’s no wonder that the smell of chalk can trigger learning. It is a powerful sensory cue that can transport us back to a time when learning was exciting, new, and full of wonder.
Cognitive load theory (CLT), coined in 1988 by John Sweller, suggests that our working memory is only able to hold a small amount of information at a time and that instructional methods should avoid overloading it in order to maximize learning. Various studies on CLT provide insights into how learners process information and how instructional methods can impact learning outcomes.4 CLT suggests that unnecessary visual elements, such as animations and graphics, can increase extraneous cognitive load, distracting learners from the essential information. Chalk-talk, being a more minimalist approach, reduces extraneous load, allowing learners to focus on the content. Germane load refers to the cognitive effort devoted to processing relevant information. Chalk-talk encourages learners to engage actively with the material, as they watch the instructor write and explain concepts in real-time. This increased germane load enhances learning and retention. Intrinsic load relates to the inherent complexity of the material. A lecture using a writing board allows instructors to pace the presentation according to the learners’ needs, reducing intrinsic load by breaking down complex concepts into manageable chunks. The split-attention effect occurs when learners must divide their attention between multiple sources of information, such as text and images. Writing on a board minimizes this effect by presenting information in a single, cohesive format, reducing cognitive overload.
Working memory plays a crucial role in learning, as it temporarily holds and processes information. A handwritten text engages working memory more effectively than PPT, as learners must actively process and retain information presented in real-time. By considering these CLT principles, instructors can create an optimal learning environment using chalk talk, which can lead to better learning outcomes and increased learner engagement.5
A writing board allows adaptation to the audience’s needs/questions; it allows interactivity and spontaneity in the delivery of the lecture. I love writing boards; it is an endless canvas, and I can draw and write as much as I like, whatever I want. It is personal and creative. It has the freedom to digress and write input from the audience. Moreover, it brushes my memory as I have to actually keep everything on my fingertips while delivering my lecture.
I will mention a personal experience when I was a tutor of anatomy. I taught the same lesson a few weeks apart, the first time with PPT and the second time with a blackboard and chalk. A little later, I carried out an evaluation among my students, and the results were surprising. The most important thing, in my opinion, was that they did not recognize the lesson as the same; it was different for them, as if there were two lessons. The students understood the lesson better when it was presented on the blackboard with chalk. The fact that the students did not recognize the lesson as the same when presented in two different formats suggests that the blackboard presentation had a more meaningful impact on their learning. If the teacher is good at drawing, the blackboard and chalk make it possible for the student to follow the rhythm of his mind in describing the structures that the teacher explains in self-made drawings. This parity in the pace of image development and student comprehension is essential for effective teaching.
When I was a postgraduate student at Rajendra Institute of Medical Sciences in the department of anatomy, I was struggling initially to grasp the complex concepts of anatomy. My professor (who also happened to be my guide), was known for her traditional teaching methods, which included drawing elaborate diagrams on the blackboard. At first, I found her teaching style to be old-fashioned and tedious. I longed for the interactive PPT presentations and digital resources that the other professors used. However, as the semester progressed, I began to appreciate the unique approach. I just loved how she would meticulously draw diagrams on the blackboard, using different colours to highlight key concepts. The professor’s handwriting was illegible at times, but I found that it added to the charm of the lesson. Her blackboard teaching method encouraged active learning and participation. She would ask students to come to the board and complete diagrams, which helped reinforce their understanding of the material. I found myself looking forward to her classes, which became my favourite part of the week. I appreciated how the professor’s teaching style forced her to slow down, think critically, and really understand the concepts. As the semester came to a close, I realized that the blackboard teaching method had not only helped me excel as an anatomist but also instilled in me a deeper appreciation for the art of teaching and learning. Years later, when I teach my students using PPT presentations, I keep a writing board and board marker handy. In case the student has any doubts, I draw on the board, explaining the topic again and watch the satisfaction in the student’s eyes. A smile lingers on my lips, remembering the Professor’s scribbled diagrams on the blackboard, which had become an integral part of my learning journey.
In my opinion, a hybrid approach is the best way to leverage effective medical education by combining the benefits of traditional blackboard teaching with the advantages of PPT learning.
This might involve:
Using PPT for introductory lectures or to provide a framework for the lesson;
Switching to the blackboard for more interactive, discussion-based sessions or to illustrate complex concepts; and
Incorporating digital tools, such as interactive whiteboards or collaborative note-taking software, to enhance engagement and facilitate the sharing of materials.
And so, the child is taught to write on a slate, not merely to learn the mechanics of writing, but to embark on a journey of self-discovery, creativity, and growth. The slate is a trusted companion, a guiding light, and a sacred keeper of the child’s earliest memories. The transition from slate to blackboard can be seen as a metaphor for growth, development and increasing complexity. Blackboards, as the bigger brother, evoke a sense of nostalgia and warmth, reminding us of our childhood. With the advent of smart classes even in schools, this emotional connection may not be present in Gen Z; however, for us millennials, the smell of the chalk triggers learning.
Conflicts of interest.
None declared
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