Examining the impact of audience response systems on student performance in anatomy education: a randomised controlled trial
| Autor: | Simon H. Parson, Justine J. Aka, Thomas H. Gillingwater, Stuart J Fergusson, Gabrielle M. Finn, Ewen M Harrison, Catherine Hennessy, Andrew J Wilson |
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| Rok vydání: | 2018 |
| Předmět: |
Male
Students Medical 020205 medical informatics 02 engineering and technology Feedback law.invention Randomized controlled trial law Task Performance and Analysis Journal Article 0202 electrical engineering electronic engineering information engineering Humans Medicine Medical education business.industry 05 social sciences 050301 education General Medicine Anatomy education Audience response systems Female Clinical Competence Educational Measurement Anatomy business 0503 education Computer-Assisted Instruction Education Medical Undergraduate Program Evaluation Audience response |
| Zdroj: | Fergusson, S, Finn, G M, Gillingwater, T, Parson, S, Hennessey, C, Aka, J, Wilson, A & Harrison, E 2018, ' Examining the impact of audience response systems on student performance in anatomy education : a randomised controlled trial ', Scottish Medical Journal, vol. 63, no. 1, pp. 16-21 . https://doi.org/10.1177/0036933017741409 Fergusson, S J, Aka, J, Hennessy, C M, Wilson, A J, Parson, S H, Harrison, E M, Finn, G M & Gillingwater, T 2018, ' Examining the impact of audience response systems on student performance in anatomy education: a randomized controlled trial. ', Scottish Medical Journal, vol. 63, no. 1, pp. 16-21 . https://doi.org/10.1177/0036933017741409 |
| ISSN: | 2045-6441 0036-9330 |
| DOI: | 10.1177/0036933017741409 |
| Popis: | Background and aims Electronic audience response systems offer the potential to enhance learning and improve performance. However, objective research investigating the use of audience response systems in undergraduate education has so far produced mixed, inconclusive results. We investigated the impact of audience response systems on short- and long-term test performance, as well as student perceptions of the educational experience, when integrated into undergraduate anatomy teaching. Methods and results A cohort of 70 undergraduate medical students was randomly allocated to one of the two groups. Both groups received the same anatomy lecture, but one group experienced the addition of audience response systems. Multiple-choice tests were conducted before, immediately after the lecture and again 10 weeks later. Self-perceived post-lecture subject knowledge, confidence and enjoyment ratings did not differ between groups. Test performance immediately following the lecture improved when compared against baseline and was modestly but significantly superior in the group taught with audience response systems (mean test score of 17.3/20 versus 15.6/20 in the control group, p = 0.01). Tests conducted 10 weeks after the lecture showed no difference between groups (p = 0.61), although overall a small improvement from the baseline test was maintained (p = 0.02). Conclusions Whilst audience response systems offer opportunities to deliver novel education experiences to students, an initial superiority over standard methods does not necessarily translate into longer term gains in student performance when employed in the context of anatomy education. |
| Databáze: | OpenAIRE |
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