Do questions help? The impact of audience response systems on medical student learning: a randomised controlled trial

Mains, Tyler E; Cofrancesco, Joseph; Milner, Stephen M.; Shah, Nina; Goldberg, Harry R.

doi:10.1136/postgradmedj-2014-132987

Cited by 38 publications

(44 citation statements)

References 22 publications

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“…Other studies have shown there to be no impact of the use of audience response devices in long-term knowledge retention [28, 30]. Contrary to this, one recent randomised clinical trial assessing the impact of audience response devices on medical student learning did find that the devices, along with three embedded questions in a 30 min lecture, improved students’ knowledge immediately after the session and again two weeks later [15]. They speculated that this effect was due to forced information retrieval by the students brought on by the learning process [15].…”

Section: Discussionmentioning

confidence: 99%

“…At this point the individual(s) delivering the session discuss the bar chart and explain why the answer options are correct or incorrect. Their application in the clinical teaching environment is also becoming more common and numerous studies have shown their use to be beneficial due to their ability to increase student engagement and to promote knowledge retention [12–15]. …”

Section: Introductionmentioning

confidence: 99%

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A comparative study: do “clickers” increase student engagement in multidisciplinary clinical microbiology teaching?

et al. 2017

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BackgroundAudience response devices, or “clickers”, have been used in the education of future healthcare professionals for several years with varying success. They have been reported to improve the learning experience by promoting engagement and knowledge retention. In 2014, our department evaluated the use of “clickers” in a newly introduced multidisciplinary approach to teaching large groups of third year medical students clinical cases developed around a microbiology theme.MethodsSix multidisciplinary teaching sessions covering community-acquired pneumonia, tuberculosis, infective endocarditis, peritonitis, bloodstream infection with pyelonephritis and bacterial meningitis were included in the study. Three involved the use of the “clickers” and three did not. Consenting undergraduate students attended the designated classes and afterwards answered a short online quiz relating to the session. Students also answered a short questionnaire about the “clickers” to gauge their attitudes on the use of these devices.ResultsOf 310 students, 294 (94.8%) agreed to participate in the study. Interestingly, the grades of online quizzes after a session where a “clicker” was used were slightly lower. Looking only at the grades of students who engaged completely with the process (n = 19), there was no statistical difference to suggest that the devices had a positive or negative impact on knowledge retention. However, student attitudes to using the devices were positive overall. Fifty-five percent strongly agreed and 27% agreed that teaching sessions where the “clickers” were used were more engaging. Thirty-four percent strongly agreed and 36% agreed that the “clickers” made important concepts more memorable and 54% felt the device enhanced their understanding of the topic being covered.ConclusionsOverall, it appears that “clickers” help in improving student engagement in large classroom environments, enhance the learning experience, and are received positively by medical students but their impact on knowledge retention is variable.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A comparative study: do “clickers” increase student engagement in multidisciplinary clinical microbiology teaching?

et al. 2017

View full text Add to dashboard Cite

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“…A variety of methods other than didactic teaching is available and may be beneficial to improve the retention of information [48,49]. Using online surveys may also help to increase the number of attending dentists and thus stronger evidence can be obtained.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of retention of dental students' trauma knowledge following a reminder lecture

Karapinar-Kaz¹,

Tanalp²,

Ayhan³

et al. 2018

biomedicalresearch

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Aim: The aim of this study was to assess senior dental students' acquisition of knowledge after 3 months following a reminder lecture. Materials and methods: A 1 h lecture including a slide presentation was prepared according to the Guidelines of International Association of Dental Traumatology (IADT). The participants were asked to fill-out a questionnaire of 31 questions before (T0), after (T1) and 3 months (T2) after the lecture and were given 15 min for the completion of each questionnaire. Statistical significance level was set at P<0.05. Results: The average percentage of correct answers was higher after lecture than before (P<0.05) and there was some retention of knowledge after three months (P<0.05). The information was more retentive when delivered in the second part of the lecture (P<0.05) and for the students who encountered no trauma cases previously, whereas there was no difference between genders. Conclusions: One-hour reminder lecture on trauma just before graduation is beneficial for dental students. Provision of students with take home messages in the last part of the lecture can be recommended as information seems more retentive when delivered at this stage. The students who encountered no trauma cases previously may benefit more from a 1 h reminder lecture.

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“…Active learning is superior to lecture for learner retention. 3 If the groups that improved were given the webinar, this could account for their change. The difference may also be explained by confounding variables.…”

Section: Re: Clinical Decisions Made In Primary Care Clinics Before Amentioning

confidence: 99%

Re: Clinical Decisions Made in Primary Care Clinics Before and After Choosing Wisely

Gladwell

2016

The Journal of the American Board of Family Medicine

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Do questions help? The impact of audience response systems on medical student learning: a randomised controlled trial

Abstract: Embedding three ARS questions within a 30 min lecture increased students' knowledge immediately after the lecture and 2 weeks later. We hypothesise that this increase was due to forced information retrieval by students during the learning process, a form of the testing effect.

Cited by 38 publications

References 22 publications

A comparative study: do “clickers” increase student engagement in multidisciplinary clinical microbiology teaching?

A comparative study: do “clickers” increase student engagement in multidisciplinary clinical microbiology teaching?

Evaluation of retention of dental students' trauma knowledge following a reminder lecture

Re: Clinical Decisions Made in Primary Care Clinics Before and After Choosing Wisely

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