Interactive audience response systems in oral and maxillofacial radiology undergraduate lectures

Oliveira‐Santos, Christiano; Tirapelli, Camila; Rodrigues, Clarissa Teles; Domaneschi, Carina; Monteiro, Solange Aparecida Caldeira

doi:10.1111/eje.12258

Cited by 17 publications

(13 citation statements)

References 25 publications

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“…Additionally, ARS can assess student satisfaction throughout and at the end of the course, a metric that is taken into consideration by many prospective higher education students. Several studies (Beaumont, Gousseau, Sommerfeld, Leitao, & Gooi, 2017;Bode et al, 2015;de Oliveira-Santos, Tirapelli, Rodrigues, Domaneschi, & Caldeira Monteiro, 2017;Grzeskowiak, Thomas, To, Reeve, & Phillips, 2015;Mains, Cofrancesco, Milner, Shah, & Goldberg, 2015;Simmons, Cosio, & Lin, 2015) have shown that ARS and conferences and seminars had a positive influence on student participation in class by increasing attention and classmates' participation, interest and learning. However, this does not always translate in higher examinations scores (de Oliveira-Santos et al, 2017;Grzeskowiak et al, 2015).…”

Section: In -Cl a Ss Approach: Ar Smentioning

confidence: 99%

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Serrano

Dea-Ayuela

González-Burgos

et al. 2019

Euro J of Education

146

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Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.

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Section: In -Cl a Ss Approach: Ar Smentioning

confidence: 99%

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Serrano

Dea-Ayuela

González-Burgos

et al. 2019

Euro J of Education

146

View full text Add to dashboard Cite

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“…The results of our study are supported by other similar studies in the literature. De Oliveira-Santos et al showed no statistically significant difference in final exam scores between students that received ARS for four oral and maxillofacial radiology undergraduate lectures when compared to students that did not receive ARS [11]. However, this same study also demonstrated that students strongly felt that ARS positively influenced their performance.…”

Section: Discussionmentioning

confidence: 82%

Utilizing Audience Response to Foster Evidence-based Learning in a Pilot Study: Does It Really Work?

Awan

Dako

Akhter

et al. 2018

Cureus

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Introduction Radiology residency programs are increasingly using audience response systems (ARS) in educational lectures. It is imperative that this is investigated to assess if learning outcomes in trainees are actually improved. Methods The primary objective of this randomized prospective unblinded pilot study was to assess the effect of ARS on long-term learning outcomes, with a secondary objective of understanding perceptions of ARS amongst radiology residents. Twenty-two radiology residents were randomized into two groups of 11 residents each receiving five identical musculoskeletal (MSK) radiology lectures. One group received lectures through ARS and the other through traditional didactics. A pretest and identical posttest were completed by all residents at baseline and eight months later, respectively. Residents also completed a pre and post five-question Likert scale survey designed to measure perceptions of ARS. Results Wilcoxon rank sum tests revealed no statistically significant difference between the two groups of residents on the pretest (p = 0.47) or the posttest (p = 0.41). Of the five questions designed to gauge perceptions of ARS, “How often do you study radiology outside of work?” resulted in statistical significance between groups after the lecture series via ordinal logistic regression, with the ARS group six times more likely to study compared to the non-ARS group (Odds ratio = 6.52, P = 0.04, 95% Confidence Interval [1.1, 38.2]). There was no statistical difference in response to this question prior to the lecture series. Discussion Use of ARS was associated with increased likelihood of studying radiology without significant difference in long-term learning outcomes.

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“…Both computer-assisted (28À30) and web-based (31À33) learning have increased students' satisfaction and improved radiology skills. Audience response system has increased students' participation as a good interactive strategy of classroom teaching (22,34). Hybrid of CBL and the PACS simulator mimics clinical scenarios and motivates students to see, think, and behave as genuine doctors, in which students could be trained on problem solving and diagnostic reasoning, as well as increase their self-confidence (35,36).…”

Section: Discussionmentioning

confidence: 99%

Practice-Based Learning Using Smart Class: A Competency-Based Model in Undergraduate Radiology Education

Qin

Huang

et al. 2022

Academic Radiology

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Rationale and Objectives: A need for adequate and early exposure to radiology practice is rising in undergraduate students, taking competency development as the orientation. We aimed to develop a competency-based model of practice-based learning for undergraduate radiology education. Materials and Methods:The model of practice-based learning was constructed upon an e-learning smart class environment, with casebased learning and simulators for competency development. To assess the model effectiveness, a randomized controlled experiment was performed, where 57 third-year medical students received the model (Smart-Class group) and another 57 received traditional teaching (Traditional group). Seven quizzes, a final exam, and a survey were performed in both groups.Results: Smart-Class group achieved higher mean score in the quizzes (r = À0.4, p < 0.001) and application subscore in the final exam (r = À0.3, p = 0.005) compared to Traditional group. Smart-Class group also gave higher ratings in students' perceptions concerning promotion of learning interests, radiology skills, and diagnostic reasoning (r = À0.2 to À0.3, p = 0.001À0.034). Conclusion:Practice-based learning using smart class improved students' application ability and satisfactions in undergraduate radiology education, suggesting it a practical model for early exposure to radiology practice and competency development for undergraduate medical students.

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Interactive audience response systems in oral and maxillofacial radiology undergraduate lectures

Cited by 17 publications

References 25 publications

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Utilizing Audience Response to Foster Evidence-based Learning in a Pilot Study: Does It Really Work?

Practice-Based Learning Using Smart Class: A Competency-Based Model in Undergraduate Radiology Education

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