Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in India

Datta, Rakesh; Datta, Kamal; Venkatesh, M.D.

doi:10.1016/j.mjafi.2015.04.007

Cited by 25 publications

(29 citation statements)

References 19 publications

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“…This is in line with recent studies, which evaluated the value of interactive teaching in student´s education [17,18]. In a study that distributed questionnaires to medical students, interactive case-based discussions were clearly preferred over conventional teaching methods [19].…”

Section: Discussionsupporting

confidence: 85%

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain

Groth

Riemer

Ernst

et al. 2018

Fortschr Röntgenstr

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ZUSAMMENFASSUNG Ziel Vergleich von drei verschiedenen Lehrmethoden zurInterpretation von Notfall-Pathologien mit der zerebralen Computertomografie (CT) durch Medizinstudenten. Material und Methoden Drei Studentengruppen wurdenbzgl. der Detektion von sieben CT-Pathologien getestet, nachdem sie verschiedene Lehrmethoden absolviert hatten (e-Learning, interaktives Seminar, curriculäre Lehre). Die Testergebnisse der drei Gruppen wurde für jede Pathologie mit einem Chi-Quadrat-Test verglichen. Das Signifikanzniveau wurde ≤ 0,05 gewählt.Ergebnisse Im Gegensatz zur Vergleichsgruppe (curriculäre Lehre) zeigten die e-Learning-und Interaktivseminar-Gruppe signifikant bessere Ergebnisse bei der Detektion des "hyperdensen Mediazeichens" (p = 0,001 und p < 0,0001) sowie der Subarachnoidalblutung (p = 0,03 und p = 0,001). Darüber hinaus zeigten sowohl die Interaktivseminar-als auch die e-Learning-Gruppe bessere Ergebnisse für die Detektion eines subduralen Hämatoms und einer Kalottenfraktur, wobei nur die letzte Gruppe hier eine statistische Signifikanz aufwies (p = 0,03 und p < 0,0001). Keine signifikanten Unterschiede zeigten sich für Pathologien wie intrakranielle Blutung, epidurales Hämatom und Mittellinienverlagerung.Zusammenfassung Unsere Studie zeigt jeweils unterschiedliche potentielle Vorteile der Interaktivseminar-sowie der e-Learning-Gruppe bei der Interpretation von CTs. Daher kön-nen interaktive Lehrmethoden das Potenzial besitzen, die studentisch-radiologische Ausbildung zu verbessern, die passende Lehrform muss jedoch dem jeweiligen Lerninhalt angepasst werden. This document was downloaded for personal use only. Unauthorized distribution is strictly prohibited.and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant. ResultsOpposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p < 0.0001) as well as subarachnoid hemorrhage (p = 0.03 and p = 0.001) on CT. Moreover, an increase in performance for the detection of subdural hematoma and skull fracture could be observed for both the interactive teaching group and the e-learning group, with statistical significance in the latter (p = 0.03 and p < 0.0001, respectively). No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied.Conclusion Our study demonstrates potential learning benefits for both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-bas...

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Section: Discussionsupporting

confidence: 85%

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain

Groth

Riemer

Ernst

et al. 2018

Fortschr Röntgenstr

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“…Didactic lectures, where the lecturer occupies the central role (the sage on the stage) and students are passive listeners/receivers of knowledge, are common in higher education institutions. The drawbacks of didactic lectures in a conventional classroom are primarily a lack of attention, inadequate development of independent thinking, and limited opportunity for the student to self‐assess (Datta, Datta, & Venkatesh, 2015; Marchalot et al., 2018). Food science and technology students need competencies in critical thinking, teamwork, problem solving, self‐directed learning, and communication skills, all of which are seldom acquired through didactic lecturers.…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions of Plickers and crossword puzzles in undergraduate studies

Mshayisa

2020

J of Food Science Edu

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In higher education, there are calls to incorporate active learning experiences that place the student at the center of learning, rather than encouraging students to be passive listeners. For students to have a deeper and more meaningful learning experience, educators can use an active learning approach. This approach attempts to engage students at higher levels of thinking so that they are more interested in, better engaged with, and understand the course material better. The aim of this study was to investigate students' perceptions of Plickers and crossword puzzles as low-cost pedagogical tools to foster active learning in an undergraduate course in food science and technology. A mixed-method survey consisting of a 5-point Likert scale and open-ended qualitative questions was administered via Blackboard to elicit student responses. A total of 121 students were enrolled for the course and 70.2% (n = 85) completed the survey. Plickers were found to be easy to use (mean = 4.66), provided opportunities to answer to formative questions anonymously (mean = 4.60), and helped increase participation in class (mean 4.05). The majority of students felt that crossword puzzles required them to think critically (mean = 4.53) and provided them with the opportunity to assess how well they understood the course content (mean = 4.45). Moreover, a statistically positive relationship was found between student collaborative learning and crossword puzzle implementation scores (r = .506, p < .01). The findings demonstrated that when implemented effectively, Plickers and crossword puzzles contributed to greater enhanced student engagement. These pedagogical tools can be applied as formative assessment instruments and offer a low-cost alternative to the limitations encapsulated by didactic pedagogy.

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“…Here, we conducted a controlled educational research study in a seminar setting which allowed a direct comparison between topics taught with an audience response system and topics without this additional interactive part. Furthermore, the dummy coding procedure allowed us to reach a considerable high number of study participants compared with other studies (Barbour et al, 2008;Datta et al, 2015;Mains et al, 2015;Guarascio et al, 2017).…”

Section: Discussionmentioning

confidence: 96%

“…It was therefore fair to assume that audience response systems should also impact the results of assessments. Previous studies on the impact of audience response systems on assessments showed contradictory results (Barbour et al, 2008;Mains et al, 2015;Datta et al, 2015). One needs to consider that it is difficult if not impossible to form appropriate control groups if the impact of audience response systems is assessed in plenary lectures.…”

Section: Discussionmentioning

confidence: 99%

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The Impact of an Audience Response System on a Summative Assessment, a Controlled Field Study

Schmidt

Gazou

Rieß

et al. 2020

Preprint

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Background: Audience response systems allow to activate the audience and to receive a direct feedback of participants during lectures. Modern systems do not require any proprietary hardware anymore. Students can directly respond on their smartphone. Several studies reported about a high level of satisfaction of students when audience response systems are used, however their impact on learning success is still unclear.Methods: In order to evaluate the impact of an audience response system on the learning success we implemented the audience response system eduVote into a seminar series and performed a controlled crossover study on its impact on assessments. 154 students in nine groups were taught the same content. In five groups, eduVote was integrated for the first topic while four groups were taught this topic without the audience response systems. For a second topic, the groups were switched: Those groups who were taught before using eduVote were now taught without the audience response system and vice versa. We then analyzed the impact of the audience response system on the students’ performance in a summative assessment and specifically focused on questions dealing with the topic, for which the audience response system was used during teaching. We further assessed the students’ perception on the use of eduVote using questionnaires.Results: In our controlled crossover study we could not confirm an impact of the audience response system eduVote on long-term persistence i.e. the students’ performance in the summative assessment. Our evaluation revealed that students assessed the use of eduVote very positively, felt stronger engaged and better motivated to deal with the respective topics and would prefer their integration into additional courses as well. In particular we identified, that “shy students” profit from the use of an audience response system during teaching.Conclusions: Audience response systems motivate and activate students and increase their engagement during classes. However, their impact on long-term persistence and summative assessments may be limited. Audience response systems, however, specifically allow activating students which cannot be reached by the traditional way of asking questions without such an anonymous tool.

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Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in India

Cited by 25 publications

References 19 publications

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain

Students’ perceptions of Plickers and crossword puzzles in undergraduate studies

The Impact of an Audience Response System on a Summative Assessment, a Controlled Field Study

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