8. Classroom Response Systems: Creating an Active Learning Environment or Just Playing Jeopardy?

Abstract

patients to improve self-care. The workshop incorporated seminar discussions, lectures, role-play, and an assignment in which students were given a chronic illness and performed self-care tasks for two weeks. The impact on chronic care knowledge was measured by comparing preand post-workshop test scores. The impact on attitudes was measured using a pre-and post-workshop survey. R Re es su ul lt ts s: : Statistically significant changes in student attitudes and knowledge were noted following the workshop. While students' knowledge of the Chronic Care Model and strategies for chronic illness care increased, their confidence in their ability to deliver chronic care decreased. C Co on nc cl lu us si io on ns s: : As educators, we anticipated the workshop would improve student knowledge and student confidence in the management of patients with chronic illness. The data suggests that, although they better understood the chronic care model concepts and improved disease management strategies, students felt less confident following the workshop. Further research is required to assess this unexpected outcome and to determine: (1) why students' confidence decreased; (2) which educational interventions can improve confidence; and (3) whether this lack of confidence impacts graduates' career choices.

Employing Active Learning Strategies to Become the Facilitator, Not the Authoritarian: A Literature Review

“…In a study by Vail, Maldonado, Graeff and Galante (2008), results were similar. Clickers were used in a physician assistant program "to gauge students' knowledge of material, improve attentiveness and concentration during class and create an environment of active learning through discussion of case studies" (p. 35).…”