Audience Response System Facilitates Prediction of Scores on In-Training Examination

BackgroundAudience Response Systems (ARS) could help overcome the limitations of traditional lectures by providing interactivity, engagement, and assessment. The perception of ARS use in surgical education is not well documented. ObjectiveExamine the use of an ARS in teaching This Week In SCORE (Surgical Council on Resident Education) sessions to general surgery residents and medical students. MethodsARS was used at weekly SCORE question sessions in a new general surgery residency program by four residents, 97 medical students, and 20 faculty. The study employed a mixed quantitative and qualitative method: two separate 10-question surveys for faculty and trainees (49% response rate) and a focus group discussion that included one faculty member, two residents, and two students. ResultsIn 85 (85%) responses, the faculty favored the use of ARS in SCORE. Among the total of 510 responses from 51 residents and students, 57% agreed with the favorable use of ARS, while 28% were neutral and, in 14% of cases, negative. A greater proportion of faculty and learners preferred ARS over traditional lectures. The focus group content analysis showed a positive effect and preference from learners and faculty. Engagement, thinking stimulation, and group participation were the most common positive comments. No significant negative influence on ARS use was reported. ConclusionsThe use of an ARS in This Week In SCORE sessions were preferred by most of the faculty and a majority of learners. The benefits are ease of use and stimulation of discussion. ARS has the potential for more widespread utilization in additional educational settings.

Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Audience Response System (ARS) Use in the SCORE (Surgical Council on Resident Education) Surgery Training Curriculum: A Mixed Methodology Study

Tuma,

Anastasiya,

Kamel

et al. 2023

“…Shah et al demonstrated review quizzes delivered by ARS correlated with in-training exam scores in emergency medicine residents and was viewed positively [12]. Our study did not specifically evaluate whether ARS correlated with ACR In-Service exam scores, but rather tested whether those that received ARS performed better on the MSK section of the ACR In-Service exam score.…”

Section: Discussionmentioning

confidence: 93%

Utilizing Audience Response to Foster Evidence-based Learning in a Pilot Study: Does It Really Work?

Awan

Dako

Akhter

et al. 2018

Introduction Radiology residency programs are increasingly using audience response systems (ARS) in educational lectures. It is imperative that this is investigated to assess if learning outcomes in trainees are actually improved. Methods The primary objective of this randomized prospective unblinded pilot study was to assess the effect of ARS on long-term learning outcomes, with a secondary objective of understanding perceptions of ARS amongst radiology residents. Twenty-two radiology residents were randomized into two groups of 11 residents each receiving five identical musculoskeletal (MSK) radiology lectures. One group received lectures through ARS and the other through traditional didactics. A pretest and identical posttest were completed by all residents at baseline and eight months later, respectively. Residents also completed a pre and post five-question Likert scale survey designed to measure perceptions of ARS. Results Wilcoxon rank sum tests revealed no statistically significant difference between the two groups of residents on the pretest (p = 0.47) or the posttest (p = 0.41). Of the five questions designed to gauge perceptions of ARS, “How often do you study radiology outside of work?” resulted in statistical significance between groups after the lecture series via ordinal logistic regression, with the ARS group six times more likely to study compared to the non-ARS group (Odds ratio = 6.52, P = 0.04, 95% Confidence Interval [1.1, 38.2]). There was no statistical difference in response to this question prior to the lecture series. Discussion Use of ARS was associated with increased likelihood of studying radiology without significant difference in long-term learning outcomes.

“…They have been shown to improve resident and attending satisfaction with smaller group didactics in radiology and emergency medicine as well as correlating to learning and retention in radiology, obstetrics, and family medicine; however, their utility in improving satisfaction with or selfperceived learning in IM or its subspecialties remains unclear [11][12][13][14][15]. Furthermore, the use of ARS for review quizzes has been shown to correlate to some residency specialty in-training exam scores, however, it remains unknown if the use of ARS would translate to improved IM board-subspecialty pass rates [16]. The Poll Everywhere® software specifically has not been evaluated in use in undergraduate or graduate medical education.…”

Section: Discussionmentioning

confidence: 99%

Poll Everywhere to Encourage Learner Satisfaction and Participation in Internal Medicine Fellowship Didactics

Castillo

Thomas

Yarlagadda

et al. 2020

Active learning improves self-reported engagement and satisfaction in medical education. Audience response systems are one mechanism of encouraging participation, especially in a setting in which learners in varying educational levels are present. Three fellowships participated in this educational quality improvement project where Poll Everywhere® was incorporated into didactics. Attendees were invited to complete a 4-question retrospective prepost satisfaction survey. Incorporation of the Poll Everywhere® audience response system resulted in a shift in more favorable satisfaction scores and self-perceived attentiveness compared to the pre-intervention responses.