A systematic review of audience response systems in pharmacy education

Hussain, Farhat; Wilby, Kyle John

doi:10.1016/j.cptl.2019.07.004

Cited by 29 publications

(29 citation statements)

References 23 publications

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“…We therefore adapted our online training to include other interactive components such as the chat function. Furthermore, 'Mentimeter', an audience response system accessed either online or through a phone app, was used throughout the presentation to create multiple choice questions, polls and open questions so as to encourage participation (Hussain & Wilby, 2019). We also included video illustrations to make the training more varied, maintain engagement and replace some of the clinical role-plays we had planned for the face-to-face workshop.…”

Section: Adapting Training To Remote Deliverymentioning

confidence: 99%

Debate: Lessons learned in lockdown – a one‐day remotely delivered training on low‐intensity psychological interventions for common mental health conditions

Batchelor

Catanzano

Kerry

et al. 2020

Child Adoles Ment Health

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The coronavirus pandemic has highlighted the need for remote technologies to be used in child and adolescent mental health services. With the UK being placed in lockdown one week before a scheduled ‘face‐to‐face’ low‐intensity CBT training day due to COVID‐19, there was a need for rapid adaptations to be made to the content, structure and format of a training day for practitioners in mental health services, to suit the online environment. The content covered the core areas of low‐intensity CBT in children and adolescents. Findings showed that the one‐day low‐intensity training day increased knowledge and understanding in all key areas measured, and was positively received, providing further evidence for the effectiveness and acceptability of remote delivery. Given discussed benefits of remote delivery, as well as rapid developments in technologies helping to address some of the challenges raised, going forward, remote delivery could continue to be beneficial for increasing access to much needed evidence‐based interventions.

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Section: Adapting Training To Remote Deliverymentioning

confidence: 99%

Debate: Lessons learned in lockdown – a one‐day remotely delivered training on low‐intensity psychological interventions for common mental health conditions

Batchelor

Catanzano

Kerry

et al. 2020

Child Adoles Ment Health

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“…In the past decade, the use of various technologies to support the process of teaching and learning has rapidly developed in higher education, with several technologies and e-tools being currently employed to facilitate teaching and promote active learning in classroom settings [1]. The use of technology to enhance the learning experience for students is becoming an integral part of the teaching strategies followed by instructors worldwide, encouraging collaboration, active learning and a student-centred learning experience [2].…”

Section: Introductionmentioning

confidence: 99%

An Emergency Switch to Distance Learning in Response to the COVID-19 Pandemic: Experience from an Internationally Accredited Undergraduate Pharmacy Program at Qatar University

2020

Self Cite

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The world is experiencing an unprecedented public health emergency owing to the COVID-19 pandemic. To control virus spread, many countries temporarily suspended classes. In this context, the availability of e-tools and distance learning platforms in higher education institutions has proven very useful to facilitate the emergency switch to distance learning to ensure continuity of the educational process. We discuss here the experience of the College of Pharmacy at Qatar University in responding to suspension of classes using available educational technologies. Furthermore, we provide some reflection points for optimal implementation of technology-enhanced learning into distance education for future academic years.

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“…Adopting active learning techniques in higher education venues can result in significant improvement in self-reported student engagement and satisfaction scores as well as enhanced academic performance [1][2][3][4][5]. As more graduate medical education programs adopt active learning pedagogies into their didactics, engaging learners and maintaining participation is vital for helping learners assimilate information [6].…”

Section: Introductionmentioning

confidence: 99%

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

Castillo

Thomas

Yarlagadda

et al. 2020

Cureus

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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.

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A systematic review of audience response systems in pharmacy education

Cited by 29 publications

References 23 publications

Debate: Lessons learned in lockdown – a one‐day remotely delivered training on low‐intensity psychological interventions for common mental health conditions

Debate: Lessons learned in lockdown – a one‐day remotely delivered training on low‐intensity psychological interventions for common mental health conditions

An Emergency Switch to Distance Learning in Response to the COVID-19 Pandemic: Experience from an Internationally Accredited Undergraduate Pharmacy Program at Qatar University

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

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