Effect of audience response system technology on learning outcomes in health students and professionals

Atlantis, Evan; Cheema, Birinder S

doi:10.1097/xeb.0000000000000035

Cited by 25 publications

(21 citation statements)

References 18 publications

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“…Moreover, students stated that teachers were able to track their understanding through use of the ARS. Many studies have confirmed these results (Atlantis and Cheema, 2015;Egelandsdal and Krumsvik, 2017).…”

Section: Formative Feedback From Post-lecture Revision Sessionsmentioning

confidence: 74%

“…All seven focus groups agreed that post-lecture revision enhanced their understanding, and they particularly praised the explanation and clarification given by the teacher. Similarly, Atlantis and Cheema (2015) reported that the provision of formative feedback and explanation of both correct and incorrect answers by the educator increases students' understanding of the knowledge learned. This improves participants' awareness of their individual learning needs (Atlantis and Cheema, 2015).…”

Section: Formative Feedback From Post-lecture Revision Sessionsmentioning

confidence: 97%

“…Similarly, Atlantis and Cheema (2015) reported that the provision of formative feedback and explanation of both correct and incorrect answers by the educator increases students' understanding of the knowledge learned. This improves participants' awareness of their individual learning needs (Atlantis and Cheema, 2015). Moreover, students stated that teachers were able to track their understanding through use of the ARS.…”

Section: Formative Feedback From Post-lecture Revision Sessionsmentioning

confidence: 97%

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Students perceptions of audience response system in classroom feedback: A qualitative study

Ismaile

Alhosban

2018

Int. j. adv. appl. sci.

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The aim of this study was to explore students' attitudes to formative feedback from classroom questions, peer interactions, and post-lecture sessions. We used a qualitative approach involving focus groups interviews. A complete cohort of second-year nursing students (n = 120) attending a therapeutic communication course as part of a Bachelor of Nursing Program participated in this study. Of them, 49 volunteered to contribute to focus group interviews. NVivo (QSR International, Melbourne, Australia) was used to organize data using the content analysis method. All students were women aged 18-24 years. Most considered the ARS a useful tool that aided learning by providing instant, anonymous feedback. Some felt that there were barriers to peer interactions, including lack of interest in participating or not knowing the answers. In conclusion, ARS use improved students' learning and encouraged a deep learning approach. Post-lecture feedback was most influential, followed by feedback from classroom questions, and lastly feedback from peer interactions.

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Section: Formative Feedback From Post-lecture Revision Sessionsmentioning

confidence: 74%

Section: Formative Feedback From Post-lecture Revision Sessionsmentioning

confidence: 97%

Section: Formative Feedback From Post-lecture Revision Sessionsmentioning

confidence: 97%

See 1 more Smart Citation

Students perceptions of audience response system in classroom feedback: A qualitative study

Ismaile

Alhosban

2018

Int. j. adv. appl. sci.

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“…One controlled study suggested that immediate feedback after questions (as facilitated by ARS) may improve knowledge condensation [10]. Unfortunately, ARS have shown weak or equivocal results in long-term knowledge retention and learning outcomes; these inconclusive results have impaired academic institutional implementation of the ARS technology [8].…”

Section: Technology In Audience Participationmentioning

confidence: 99%

“…ARS may facilitate student in-classroom participation and encourage group problem solving (depending on how the ARS is integrated into the experience) [8]. Anonymity in responses allows the learner to engage without fear of embarrassment or being singled out by peers or the instructor [9].…”

Section: Technology In Audience Participationmentioning

confidence: 99%

Current Technology in Advancing Medical Education: Perspectives for Learning and Providing Care

2018

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Healthcare and medical training have no immunity to universal, rapidly changing technology. In medical education, advances like simulations, virtual patients, and e-learning have evolved as pedagogical strategies to facilitate an active, learner-centered teaching approach. According to Chhetri et al., contemporary generations of trainees have grown up immersed in various technologies and are now less functional in the traditional classroom setting [1]. Yet, not all of today's medical trainees or educators are equally adept and comfortable with technology. Educators are tasked with selecting and filtering appropriate technology-based curricula [1]. Advancement in education requires discerning which learning-assisting technologies merit usage in specific scenarios. To better improve patient care in contemporary times, continual innovative efforts between psychiatric educators and trainees remain essential for fully exploiting technology's potential. The objective of this commentary is to discuss the various available medical training technologies and subsequent perceptions of trainees to these modalities. Additionally, this commentary considers how educationbased technologies could improve or hinder the learning experience of medical trainees. MethodsWe conducted a review of articles published from 2007 to 2018 utilizing an online literature search with PubMed and Google Scholar, as well as a professional medical library search via the EVMS Brickell Medical Science Library System using the following key phrases: medical education or medical students and technology, e-learning, simulators, virtual reality, mobile devices, audience participation, computer based, medical illustration, or social media. To identify relevant systematic review articles, MeSH terms were also employed in the search to include these additional termsmedical students, attitude to computers, technology, computers, computer-assisted instruction, computer simulation, simulation training, internet, medical education, medical illustration, computer based, or curriculum. A second search was created to include multimedia use in medical lectures; search terms included the following: medical education, medical students and audiovisual aids, medical illustration, or educational technology. Additionally, the following MeSH terms were included in the second search: medical education, medical students, attitude to computers, multimedia, audiovisual aids, computer-based, or curriculum.Inclusion and exclusion criteria for eligibility were established; no formal scoring system was employed. Systematic reviews written in English between the years of 2007-2018 were deemed eligible via inclusion criteria if written to inform medical educators on the fields of undergraduate medical training, postgraduate medical training, or continued medical education. An article met exclusionary criteria if only contributing redundant information seen in other (included) systematic reviews or otherwise failed to meet the above conditions. One author (GB) screened titles and ab...

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Comparison of Active Learning Techniques: Audience Response Questions Versus Small Group Discussion on Immediate‐ and Long‐term Knowledge Gain

Jordan

Missaghi

Douglass

et al. 2020

AEM Education and Training

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Objectives: Active learning techniques help with motivation, involvement, and retention during didactics. There are few studies comparing different active learning methods, and these have yielded mixed results. The objective of this study was to compare the effect of two active learning methods-small-group discussion and audience response system (ARS)-on immediate-and long-term knowledge gain.Methods: This was a prospective experimental study of emergency medicine (EM) subinterns and residents.Participants were randomized into two groups, and baseline knowledge was assessed with a multiple-choice pretest. Didactic sessions on salicylate toxicity and ocular trauma were given to both groups utilizing either smallgroup discussion or ARS. A crossover design was utilized to ensure that both groups received instruction by each method. A multiple-choice posttest was administered following the didactics and again 2 months later. Preand posttests were identical. All test items were written by an academic faculty member with advanced training in medical education and item writing and were based on the goals and objectives of the session. Test items were piloted with a reference group of learners. Didactic instructors were blinded to test items. Data were analyzed using a linear mixed-effects model.Results: Thirty-eight subinterns and residents participated in the study. Both instructional methods showed immediate-and long-term knowledge gain. The linear mixed-effects model did not demonstrate any significant difference between instructional methods on immediate knowledge gain (mean difference = 0.18, p = 0.62, 95% confidence interval [CI] = À0.52 to 0.88) or long-term knowledge gain (mean difference = À0.42, p = 0.36, 95% CI = À1.32 to 0.47). Conclusion:In this small study, there was no significant difference between instructional methods on immediate-and long-term knowledge gain in EM subinterns and residents.

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Effect of audience response system technology on learning outcomes in health students and professionals

Abstract: There is an absence of good quality evidence on effectiveness of ARS technologies for improving learning outcomes in health students and professionals.

Cited by 25 publications

References 18 publications

Students perceptions of audience response system in classroom feedback: A qualitative study

Students perceptions of audience response system in classroom feedback: A qualitative study

Current Technology in Advancing Medical Education: Perspectives for Learning and Providing Care

Comparison of Active Learning Techniques: Audience Response Questions Versus Small Group Discussion on Immediate‐ and Long‐term Knowledge Gain

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