An audience response system may influence student performance on anatomy examination questions

Hoyt, Amy; McNulty, John A.; Gruener, Gregory; Chandrasekhar, Arcot J.; Espiritu, Baltazar; Ensminger, David C.; Price, Ron; Naheedy, Ross

doi:10.1002/ase.184

Cited by 31 publications

(33 citation statements)

References 16 publications

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“…Nonparticipation extends to another trend; a decline in the rate of participation over time. This decline was observed in both of this studies and has been reported to occur with practice quizzes ) and the use of other voluntary course resources whether it is an audience response system (Hoyt et al, 2010) or an online dissector (Mc Nulty et al, 2004). These declines may be the result of students discovering that a specific resource does not fit their learning style and/or increasing demands on their time as the course progresses (Smythe and Hughes, 2008).…”

Section: Discussionsupporting

confidence: 59%

Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan

Rashid¹

2017

AAP

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Background Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. In the current study two separate studies were conducted to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. Material and Methods In the first study, providing a single online practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r 50.42 and r 50.24). When students were provided multiple practice quizzes with feedback (second study). Results there was a weak correlation between the frequency of use and performance on each summative examination (r 50.17 and r 50.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes overtime. Conclusion we concluded that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations.

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Section: Discussionsupporting

confidence: 59%

Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan

Rashid¹

2017

AAP

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“…A strategy to computerize an anatomy laboratory created more independent and proficient adult learners (Reeves et al, 2004). Audience response systems (ARS) enhanced the learning experience (Hoyt et al, 2010) and a two-year study showed a direct correlation between examination grades and the frequency of CAI use (McNulty et al, 2004). After medical school, technology enhanced simulation in training of healthcare providers is associated with large effects in knowledge and skill outcomes and even moderate ones for patient related outcomes (Cook et al, 2011).…”

Section: Computer Assisted Instruction (Cai)mentioning

confidence: 97%

Gross anatomy videos: Student satisfaction, usage, and effect on student performance in a condensed curriculum

Topping

2013

Anatomical Sciences Ed

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Anatomy educators are being tasked with delivering the same quantity and quality of material in the face of fewer classroom and laboratory hours. As a result they have turned to computer-aided instruction (CAI) to supplement and augment curriculum delivery. Research on the satisfaction and use of anatomy videos, a form of CAI, on examination performance continues to grow. The purpose of this study was to describe the usage and effect on examination scores of a series of locally produced anatomy videos after an 11% curriculum reduction. First-year medical students (n = 40) were given access to the videos and the prior year's students (n = 40) were used as historical controls. There was no significant difference in demographics between the two groups. The survey response rate was 85% (n = 34) in the experimental group. The students found the videos to be highly satisfying (median = 5 on a five-point Likert scale, interquartile range = 1) and used them on average 1.55 times/week (SD ± 0.77). Availability of the videos did have a statistically significant effect (4% improvement) on the final laboratory examination (p = 0.039). This suggests that the videos were a well-received form of CAI that may be useful in bridging the gap created by a reduction in gross anatomy course contact hours.

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“…A review of the literature suggested the benefits of implementing clickers in classrooms such as improving large classes' student engagement and academic performance [14][15][16]. Most of the current studies focus on the effectiveness of clickers [17][18][19] on summative results and students' engagement.…”

Section: Introductionmentioning

confidence: 99%

Prediction of Students’ Use and Acceptance of Clickers by Learning Approaches: A Cross-Sectional Observational Study

2017

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Abstract:The student response system (a.k.a clickers) had been widely used in classrooms for various pedagogical purposes these years. However, few of the studies examine students learning approaches toward both technology and engagement. The present study adopted a cross-sectional study method to investigate the relationship between students' user acceptance of clickers, learning approaches, and general engagement in the clicker classes. A group of 3371 university students were investigated by an online questionnaire that contained with Unified Theory of Use and Acceptance of Technology, Study Process Questionnaire, and National Survey of Student Engagement across a two-semester span in 2015 and 2016. A regression analysis had been adopted to examine the relationship between those variables. Results indicated that a deep learning approach significantly predicted all user acceptance domains towards using clickers and significantly predicted several engagement domains such as collaborative learning and reflective and integrative learning. We concluded that deep learners tend to share a constructive attitude toward using clickers, especially when their peers are also using the clickers. While deep learners prefer integration of knowledge and skills from various sources and experiences, we hypothesize that their willingness to integrate clicker activities in their learning process stems from seeing clickers as a medium for consolidation in the learning process. Future research is, therefore, necessary to provide more detailed evidence of the characteristic of deep learners on the qualitative arm or in a way of mixed research method.Keywords: unified theory of acceptance and use of technology (UTAUT); learning approaches; clickers; students' response system (SRS); blended learning; higher education BackgroundA paradigm shift towards an individualized [1] and constructivist approach [2] to learning have driven flourishing implementation and research [3][4][5] on the use of students' response systems in classroom settings. This simple technology replaces the traditional ways to collect student feedback and makes the classroom become a more interactive and engaging learning environment [6]. To promote student engagement, there is increased use of this effective tool in the classroom. Due to the reforming higher education system in Hong Kong, it is not difficult to discover the increasing large classes in various Hong Kong higher education institutions. The use of students' response system (SRS, a.k.a, clickers) in large classrooms has been established as an effective approach for facilitating students' engagement in active learning [7,8]. However, students have diverse motivations and different learning approaches-such as surface versus deep learning motives-that influence their learning attitudes and behaviors [9,10] in terms of need for cognition further learning exploration and enjoyment of learning in attitude towards literacy [11]. Those diverse learning motivations from students may result as a difference on thei...

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An audience response system may influence student performance on anatomy examination questions

Cited by 31 publications

References 16 publications

Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan

Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan

Gross anatomy videos: Student satisfaction, usage, and effect on student performance in a condensed curriculum

Prediction of Students’ Use and Acceptance of Clickers by Learning Approaches: A Cross-Sectional Observational Study

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