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

Abstract

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.

The anatomy of anatomy: A review for its modernization

“…ARS not only engages listeners but also has equally gained wide acknowledgment and approval for effectively allowing students to self-assess their anatomy knowledge (Stein et al, 2006;Wait et al, 2009). Along with real-time feedback, using ARS demonstrated a statistically significant positive correlation with student performances in summative examinations (Alexander et al, 2009). …”

“…The protection of patients and provision of safe and optimal healthcare must be held as the highest priority. Fortunately, there are a wealth of new innovative resources and more pioneering methodology to enhance the life-long learning experience of something as fundamental as anatomy and to objectively measure progression within the course (Tabas et al, 2005;O'Byrne et al, 2008;Vasan et al, 2008;Alexander et al, 2009;Chollet et al, 2009;Choudhury et al, 2009;Daly, 2009;McNulty et al, 2009;Nowinski et al, 2009) while maintaining the individual learning climate of universities. It now depends on universities all over to unite for promoting the significance of anatomy education and an optimal curriculum for all medical, surgical, nursing, and biomedical specialties, before its decline will lead to inevitable dire consequences for global patient healthcare.…”

The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21

“…This is in part because of the inadequacies of traditional lecturing to meet the needs of growing class sizes; and the increasing evidence that lectures are not effective for solidifying long-term knowledge acquisition or for promoting translation beyond the acquisition of knowledge to its application in both related and different settings (Alexander et al 2009;Forsetlund et al 2009). Audience response system(s) (ARS) represent a recent innovation that is being used by an increasing number of educational institutions to facilitate student engagement and learning.…”

The Impact of Live Audience Participation Teaching on Medical Education at The Surgical Scousers, an Undergraduate Surgical Society

“…15,54 It is the construction of applicable and effective questions that can be time consuming and often challenging. 9,55 It has been suggested that some of the most effective questions allow recently acquired knowledge to be used, focus on reasoning and aim to identify any student misconceptions.…”