Investigation into the Impact of Audience Response Devices on Short- and Long-term Content Retention
| Autor: | Emily Klocke, Bonnie R. Rush, Meredyth L. Jones, Matt D. Miesner, Heather A. Towle-Millard, James K. Roush, Rachel A. Allbaugh, Brad J. White |
|---|---|
| Rok vydání: | 2013 |
| Předmět: |
Individual knowledge
Medical education Students Medical Time Factors Peer interaction General Veterinary General Medicine Knowledge retention Education Term (time) Test (assessment) Content retention Audience response systems Learning Curriculum Educational Measurement Education Veterinary Psychology Social psychology Audience response |
| Zdroj: | Journal of Veterinary Medical Education. 40:171-176 |
| ISSN: | 1943-7218 0748-321X |
| Popis: | Audience Response Systems (ARSs) may enhance short-term knowledge retention. Long-term knowledge retention is more difficult to demonstrate. According to previous studies, ARS questions requiring application of knowledge or peer interaction are more effective in maintaining student attention. The purpose of this study was to determine if peer discussion or individual-knowledge questions enhance short- and/or long-term knowledge retention. Third-year veterinary students responded to ARS questions posed in individual knowledge (n=3 questions) and peer discussion (n=3 questions) format from six different instructors. To test short-term memory, the same questions were delivered during the course examination (within 21 days). To test long-term retention, these questions were posed during a retention exercise (four months later). On the course examination, students had a higher (p |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|