Traditionally, the predominant mode of delivering instruction to large group of students (learners) is through didactic lectures in which students are mainly passive listeners and recipients of abundant content knowledge (often referred to as ‘information’ in today’s context,). This has been highly criticised as “…information that taxes the memory but not the intellect.” (GMC, UK 1993). Of course didactic lectures assume that, so long as the teacher delivers the intended knowledge (‘pearls of wisdom’), effective student learning will occur. Although many severe criticisms have been made against the didactic lecture as a learning strategy for students, yet the lecture is still a popular mode of delivering instruction. 

Today, however, it is strongly advocated that learners (students) should be actively engaged in the teaching-learning process- aimed at transformative learning to shape the minds, hands and hearts of learners. Thus, transformative learning is expected to nurture and develop lifelong habits of mind, action and behavior of students in their educational preparation to become future practitioners in the 21st century.