Evidence-Based Clicker Use

Miller, M. Clinton; Hartung, Sheila Q.

doi:10.1002/rnj.00041

Cited by 10 publications

(5 citation statements)

References 26 publications

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“…Therefore, it is critical that nursing students become confident, skilled and knowledgeable before moving on to other nursing courses such as medical surgical, child care and critical care courses. 15 These results are similar to the findings of other researchers who stress the importance of active learning achieved by the implementation of ARS technology. 7,15 ARS use was also valuable for the educator in terms of its ability to track students' learning as well as their strengths and weaknesses.…”

supporting

confidence: 90%

“…15 These results are similar to the findings of other researchers who stress the importance of active learning achieved by the implementation of ARS technology. 7,15 ARS use was also valuable for the educator in terms of its ability to track students' learning as well as their strengths and weaknesses. For example, the proportion of students whose first attempt to answer question 9: 'Where does role stress arise from?'…”

supporting

confidence: 90%

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Make learning fun to increase nursing students’ success: Formative feedback in communication learning

Ismaile¹,

Alhosban²,

Hawamdeh³

2017

AMJ

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supporting

confidence: 90%

supporting

confidence: 90%

Make learning fun to increase nursing students’ success: Formative feedback in communication learning

Ismaile¹,

Alhosban²,

Hawamdeh³

2017

AMJ

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“…9,30,31 Instructors in the current study opted to introduce the Classroom Performance System TM in laboratories only and not integrate them into their lectures. The laboratories were designed to practice radiographic interpretation skills and apply knowledge acquired through didactic lecture and self-study of course notes prior to the laboratory.…”

Section: Discussionmentioning

confidence: 98%

Student Performance and Course Evaluations Before and After Use of the Classroom Performance System™ in a Third‐year Veterinary Radiology Course

Hecht

Adams

Cunningham

et al. 2012

Vet Radiology Ultrasound

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Effective teaching of veterinary radiology can be challenging in a traditional classroom environment. Audience response systems, colloquially known as "clickers," provide a means of encouraging student interaction. The purpose of this study was to compare student performance and course evaluations before and after using the Classroom Performance System™ in the third-year (fifth semester) didactic radiology course at the University of Tennessee College of Veterinary Medicine. Overall student performance was assessed by comparing median numeric final course grades (%) between years without and with use of the Classroom Performance System™. Grades of students were determined for individual instructors' sections. Student evaluations of the radiology course were compared for the years available (2007-2010). Student interactions were also evaluated subjectively by instructors who used the Classroom Performance System™. There was a significant difference (p = 0.009) between the median student grade before (2005 - 2008, median 82.2%; interquartile range 77.6-85.7%; range 61.9-95.5%) and after use of the classroom performance system (2009-2010, median 83.6%; interquartile range 79.9-87.9%; range 68.2-93.2%). There was no statistically significant difference in median student grades for individual instructors over the study period. The radiology course student evaluation scores were significantly higher in years where the Classroom Performance System™ was used in comparison to previous years (P = 0.019). Subjectively, students appeared more involved when using clickers. Findings indicated that the Classroom Performance System™ may be a useful tool for enhancing veterinary radiology education.

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“…Miller and Hartung 19 presented an even more general approach on the use of ARS in the hospital environment. Using the interactive teaching and learning method on rehabilitation nurses, medical staff, patients, and even caregivers of patients, an increase in motivation and informed decision-making was found.…”

Section: Discussionmentioning

confidence: 99%

Interactive patient education via an audience response system in cardiac rehabilitation

et al. 2020

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Objectives: Patient education and compliance play an important role in the success of rehabilitation in cardiovascular diseases. The aim of this study is to analyze whether interactive learning methods, in this study, the audience response system with a “clicker,” can improve the learning success of patients during and after their rehabilitation process. Methods: In a randomized, prospective cohort study, a total of 260 patients were randomized to either an interactive training group using Athens audience response system or to a control group without the use of audience response system during the educational sessions. Patients were taught and tested on four different topics concerning their primary disease: heart failure, arterial hypertension, prevention of cardiovascular diseases, and coronary heart disease. After each session, the patients had to answer questions on the previously taught topics via questionnaires. These questions were asked again at the day of discharge, as well as 3 and 12 months after discharge. Additional information on the patients’ health, plus their mental status, was gathered with the help of further questionnaires (HADS and SF-12). Results: A total of 260 patients (201 men and 59 women) were recruited. The patients were on average 61.1 ± 11 years old. A significant short-term effect on the patients’ knowledge about their disease was found immediately after the educational sessions in the intervention group. However, there was no long-term effect in either the intervention or control group. Although there was no statistical significance found in any of the observations, a positive short-term effect on learning capacity as well as positive trends in mental and physical health after discharge could be found in patients after the use of audience response system during their rehabilitation. Conclusion: This study provides interesting and new data on the use of an interactive learning method for patients to gain knowledge about their primary disease and eventually improve their physical and mental health status in a long-term perspective. By implementing different and new ways of teaching and interaction during the hospitalization, not only patients, but also medical staff and caregivers could benefit.

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Evidence-Based Clicker Use

Abstract: With clickers, the knowledge and viewpoints of participants can be instantly graphed and displayed, and pertinent information can be provided in real-time. Examples from rehabilitation scenarios depict benefits of Audience Response Systems beyond academia.

Cited by 10 publications

References 26 publications

Make learning fun to increase nursing students’ success: Formative feedback in communication learning

Make learning fun to increase nursing students’ success: Formative feedback in communication learning

Student Performance and Course Evaluations Before and After Use of the Classroom Performance System™ in a Third‐year Veterinary Radiology Course

Interactive patient education via an audience response system in cardiac rehabilitation

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