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

Castillo, Sonia M.; Thomas, Laura; Yarlagadda, Sri G.; Ahmed, Yousuf; Newman, Jessica

doi:10.7759/cureus.7078

Cited by 13 publications

(11 citation statements)

References 15 publications

(14 reference statements)

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“…Given the practicality issues with the classic ARS, newer alternatives such as “Poll everywhere ® ” have been successfully used in medical education. 13 , 20 , 21 Poll everywhere ® and similar polling software’s are affordable, more convenient in terms of set up, students can use their own mobiles instead of remotes. Other advantages poll everywhere ® is flexibility in terms of location, instructors can integrate active learning remotely using such technology.…”

Section: Discussionmentioning

confidence: 99%

Assessing Female Pharmacy Students’ Satisfaction with Active Learning Techniques at King Saud University

Basheer

Almazrou

2021

AMEP

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Background Studies conducted in Saudi Arabia assess student’s perception towards using the flipped classroom or audience response system (ARS) separately, none integrated the two strategies. This study aims to evaluate pharmacy students at King Saud University – college of pharmacy’s perceptions of student engagement and satisfaction with audience response system (ARS), and the flipped classroom techniques. Methods Two lecture topics were flipped and delivered to female students enrolled in the pharmacy practice lab course at the university. An audience response system was integrated into the flipped classroom. The satisfaction of the students was measured using an online questionnaire. They then rated their satisfaction on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Results Overall, 82.1% of the students stated that the ARS made the class better; 71.64% agreed that taking a course in a flipped classroom was a useful learning experience. Online questionnaire revealed that the ARS fostered students’ thinking skills and peers’ interaction. Many students report that the flipped classroom made them evaluate their learning processes and pace themselves according to their speed, time, and level of interest. Students, however, stated that technical issues and time-consuming tasks were a downside to these teaching strategies. Conclusion Although the students’ overall response to the use of ARS and flipped classroom techniques was positive; limited class time hindered students from achieving the full benefits reaped from these strategies. Therefore, as per our study's results, modifying the duration of the class to ensure it is not too short to be overwhelming can help instructors utilize these startegies in the best possible manner. Alternatively, a thorough and pre-emptive selection of familiar discussion topics ahead of time would also help in this regard.

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Section: Discussionmentioning

confidence: 99%

Assessing Female Pharmacy Students’ Satisfaction with Active Learning Techniques at King Saud University

Basheer

Almazrou

2021

AMEP

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“…Nearly 84 % of the participants found that Poll Everywhere sessions highlighted their strengths and weaknesses. Even for fellowship programs, as seen in Castillo et al (2020) study on the didactics of medicine fellowship, a significantly higher student satisfaction was obtained when Poll Everywhere was used. Histology, an image-intensive topic, is challenging for both learners and educators (Al Khader et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Interactive Online Practical Histology Using the Poll Everywhere Audience Response System: An Experience During the COVID-19 Lockdown

et al. 2022

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The shift to online learning due to the COVID-19 pandemic sheds light on the need for innovative approaches to medical education, making it more interactive and effective. Histology is a challenging subject because it is known to be image intensive. In this study, we compared two methods of online teaching of practical histology: an interactive method using the Poll Everywhere Audience Response System and a traditional method without the use of Poll Everywhere. We performed a randomized controlled crossover trial. One hundred and forty students were divided into two groups. The first group was taught using the interactive method and the second group was taught using the traditional method. Each group was then taught using the other method for a second subject. Students' performance and preferences were assessed using tests and questionnaires. The examination scores were significantly higher for Poll Everywhere group. All students' responses were overwhelmingly in favor of the use of Poll Everywhere, with regard to their engagement, enjoyment, and morphology understanding, in addition to the applicability of the interactive approach. Interactive sessions of practical histology using applications such as Poll Everywhere can be an effective way to increase students' engagement, enjoyment, and knowledge retention during distance learning.

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“…There are ways to increase opportunities for engagement based on prior literature, including flipping the classroom. [10][11][12][13] We are working to address the challenge of limited interaction with tools such as online polling services, and the use of "breakout" rooms.…”

Section: Discussionmentioning

confidence: 99%

Virtual Learning Improves Attendance for Critical Care Education During the COVID-19 Pandemic

Scioscia

Rakkar

Pelletier

et al. 2021

J Pediatr Intensive Care

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The COVID-19 pandemic has pushed medical educators and learners to adapt to virtual learning (VL) in an expedited manner. The effect of VL for critical care education has not yet been evaluated. In a quantitative analysis of survey data and attendance records, we sought to determine the association of VL with conference attendance and work-life balance. Attending physicians, fellows, and advanced practice providers (APP) at a pediatric critical care department at a quaternary children's hospital participated in the study. Attendance records were obtained before and after the adaption of a VL platform. In addition, an electronic, anonymous survey to evaluate current satisfaction and the strengths and weaknesses of VL as well as its impact on work-life balance was administered. In total, 31 learners (17 attending physicians, 13 fellows, and 1 APP) completed the survey. A total of 83.9% (26/31) of participants were satisfied, and 77.4% (24/31) found VL to be similar or more engaging than non-VL. However, 6.5% (2/31) of learners reported difficulty in using the new platform, 87% (27/31) of participants supported VL as an effective learning tool, and 83.3% (25/30) reported a positive impact on work-life balance. Additionally, median monthly conference attendance increased significantly from 85 to 114 attendees per month (p < 0.05). Our results suggest that a virtual model has advantages for overall attendance and work-life balance. We anticipate VL will continue to be an integral part of medical education. Future work evaluating the impact of VL on interdepartmental and interinstitutional collaborations is needed.

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

Cited by 13 publications

References 15 publications

Assessing Female Pharmacy Students’ Satisfaction with Active Learning Techniques at King Saud University

Assessing Female Pharmacy Students’ Satisfaction with Active Learning Techniques at King Saud University

Interactive Online Practical Histology Using the Poll Everywhere Audience Response System: An Experience During the COVID-19 Lockdown

Virtual Learning Improves Attendance for Critical Care Education During the COVID-19 Pandemic

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