A Novel Standard-Compliant Audience Response System for Medical Education

Streeter, Jonathan L.; Rybicki, Frank J.

doi:10.1148/rg.264055212

Cited by 24 publications

(9 citation statements)

References 4 publications

(1 reference statement)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Theoretically, the system could be used to transmit answers while at home taking an online class or while watching a webcast lecture. Students can also use the internet to submit answers during a live lecture using WiFi (wireless fidelity) technology such as pocket/notebook/laptop/desktop personal computers, handheld video game consoles, or cell phones as well as non-WiFi Web-enable Windows Mobile 1 devices or BlackBerry 1 smartphones (Research in Motion, Waterloo, Ontario, Canada), (Streeter and Rybicki, 2006;TurningPoint, 2009). Interestingly, these recent developments in ARS methodology where a student can remotely participate in education activity without being physically present in the classroom are congruent with the opinions of our students who indicated that ARS had no impact on their decision to attend classes.…”

Section: Discussionmentioning

confidence: 99%

Assessing the integration of audience response system technology in teaching of anatomical sciences

Alexander

Crescini

Juskewitch

et al. 2009

Anatomical Sciences Ed

101

102

View full text Add to dashboard Cite

The goals of our study were to determine the predictive value and usability of an audience response system (ARS) as a knowledge assessment tool in an undergraduate medical curriculum. Over a three year period (2006)(2007)(2008), data were collected from first year didactic blocks in Genetics/Histology and Anatomy/Radiology (n=42-50 per class). During each block, students answered clinically oriented multiple choice questions using the ARS. Students' performances were recorded and cumulative ARS scores were compared with final examination performances. Correlation coefficients between these variables were calculated to assess the existence and direction of an association between ARS and final examination score. If associations existed, univariate models were then constructed using ARS as a predictor of final examination score. Student and faculty perception of ARS difficulty, usefulness, effect on performance, and preferred use were evaluated using a questionnaire. There was a statistically significant positive correlation between ARS and final examination scores in all didactic blocks and predictive univariate models were constructed for each relationship (all P < 0.0001). Students and faculty agreed that ARS was easy to use and are liable tool for providing real-time feedback that improved their performance and participation. In conclusion, we found ARS to be an effective assessment tool benefiting the faculty and the students in a curriculum focused on interaction and self-directed learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Assessing the integration of audience response system technology in teaching of anatomical sciences

Alexander

Crescini

Juskewitch

et al. 2009

Anatomical Sciences Ed

101

102

View full text Add to dashboard Cite

show abstract

“…The students then select their choice using the ARS response card keypad (referred to as ''clickers'') and the percentage of students selecting each multiple-choice answer is immediately displayed on the PowerPoint slide. 2 The instructor and the class see the responses displayed as aggregated results and individual's responses are not identified. The displayed results provide immediate feedback to students about content mastery while in lecture, which allows instructors to remediate or reinforce concepts during the class session without singling out individual students.…”

Section: Introductionmentioning

confidence: 99%

Use of an Audience Response System (ARS) in a Dual-Campus Classroom Environment

Medina¹,

Medina²,

Wanzer³

et al. 2008

Am J Pharm Educ

View full text Add to dashboard Cite

Objectives. To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. Design. After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. Assessment. Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. Summary. ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use.

show abstract

“…Audience response systems (ARSs) are tools to facilitate active learning that can increase audience participation in the classroom and assess learning in real time (22,23). ARSs allow the teacher to gauge where the learners are as a whole, what areas they may be struggling with, and in turn, what issues need to be addressed immediately.…”

Section: Audience Response Systemmentioning

confidence: 99%

Educational Tools

Woods

Rosenberg

2016

Clinical Journal of the American Society of Nephrology

View full text Add to dashboard Cite

The understanding, study, and use of educational tools and their application to the education of adults in professional fields are increasingly important. In this review, we have compiled a description of educational tools on the basis of the teaching and learning setting: the classroom, simulation center, hospital or clinic, and independent learning space. When available, examples of tools used in nephrology are provided. We emphasize that time should be taken to consider the goals of the educational activity and the type of learners and use the most appropriate tools needed to meet the goals. Constant reassessment of tools is important to discover innovation and reforms that improve teaching and learning.

show abstract

A Novel Standard-Compliant Audience Response System for Medical Education

Cited by 24 publications

References 4 publications

Assessing the integration of audience response system technology in teaching of anatomical sciences

Assessing the integration of audience response system technology in teaching of anatomical sciences

Use of an Audience Response System (ARS) in a Dual-Campus Classroom Environment

Educational Tools

Contact Info

Product

Resources

About