(article tldr: You warn them there's one lie per lecture, and that focuses their attention on figuring it out, which necessarily requires a deep understanding of the material.)
The thing is, this rests on the (far more important) teaching skill of "presenting an actual, consistent, interrogable worldmodel to the students, rather than a list of isolated factoids to memorize".
If you don't have that -- if you're doing the latter -- you're just imposing a huge, tedious workload that doesn't translate into a persistent understanding.
Not necessarily. Imagine doing this in Chemistry... you could present a compound that acts according to the consistent world-model however the compound is intentionally described wrong, and as a result would not be acting that way and the students would have to figure out how the real compound act.
The thing is, this rests on the (far more important) teaching skill of "presenting an actual, consistent, interrogable worldmodel to the students, rather than a list of isolated factoids to memorize".
If you don't have that -- if you're doing the latter -- you're just imposing a huge, tedious workload that doesn't translate into a persistent understanding.