Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students

2009 ◽  
Vol 31 (12) ◽  
pp. e570-e579 ◽  
Author(s):  
Michèle Doucet ◽  
André Vrins ◽  
Denis Harvey
Keyword(s):  
Clinical Pharmacology ◽  
Learning Environment ◽  
Audience Response System ◽  
Audience Response ◽  
Large Group ◽  
Response System ◽  
Term Retention ◽  
Case Discussions ◽  
Long Term Retention

scholarly journals Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

2020 ◽  
Author(s):  
Fahad Alharbi ◽  
Khulud Alazmi ◽  
Bashar R. El Momani ◽  
Lubna Al-Muzian ◽  
Mark Wertheimer ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Dental Students ◽  
Audience Response System ◽  
Audience Response ◽  
Response System ◽  
Term Retention ◽  
Long Term Retention ◽  
Randomised Controlled

Abstract Background: The advent of electronic teaching facilities improves tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive pedagogy tool to enhance the retention of orthodontic information by dental students; and to explore the students’ perception of PB-ARS. Methods: This cross-over clustered randomised control trial included 34 males who were in the final year of their undergraduate dental training. Participants were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures (L 1 and L2) a week apart. During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants, (PB-ARS group) while G2’s participants acted as a control group (CG), and were taught using a traditional presentation. In the second week (L2), the interventions were crossed-over. Participants from both groups completed pre- and post-lecture multiple-choice questionnaires (MCQ) to assess their short-term retention of information. Their performance in the final MCQ exam (10 weeks following L2) was tracked to assess the long-term retention of the information. Participants also completed post-lecture questionnaires to evaluate their perceptions. Results: 29 and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in the PB-ARS group showed an improvement in their immediate post-lecture scores compared with 79.3% for the CG, it was statistically insignificant (p= 0.465). Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge (p=0.560).There was a mildly but favourable attitude of students towards the use of PB-ARS. However, the difference in the overall level of satisfaction between both groups was statistically insignificant (p=0.183).Conclusion: PB-ARS has a minimal and insignificant effect on the short- and long-term retention of orthodontic knowledge by male undergraduate dental students. PB-ARS was the preferred adjunct tool to conventional classroom teaching. Due to the limitations of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

scholarly journals Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Fahad Alharbi ◽  
Khulud F. Alazmi ◽  
Bashar R. El Momani ◽  
Lubna Al-Muzian ◽  
Mark Wertheimer ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Dental Students ◽  
Audience Response System ◽  
Audience Response ◽  
Response System ◽  
Term Retention ◽  
Long Term Retention ◽  
Randomised Controlled

Abstract Background The advent of electronic teaching facilities improves tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive pedagogy tool to enhance the retention of orthodontic information by dental students; and to explore the students’ perception of PB-ARS. Methods This cross-over clustered randomised control trial included 34 males who were in the final year of their undergraduate dental training. Participants were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures (L 1 and L2) a week apart. During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants, (PB-ARS group) while G2’s participants acted as a control group (CG), and were taught using a traditional presentation. In the second week (L2), the interventions were crossed-over. Participants from both groups completed pre- and post-lecture multiple-choice questionnaires (MCQ) to assess their short-term retention of information. Their performance in the final MCQ exam (10 weeks following L2) was tracked to assess the long-term retention of the information. Participants also completed post-lecture questionnaires to evaluate their perceptions. Results Twenty-nine and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in the PB-ARS group showed an improvement in their immediate post-lecture scores compared with 79.3% for the CG, it was statistically insignificant (p = 0.465). Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge (p = 0.560). There was a mildly but favourable attitude of students towards the use of PB-ARS. However, the difference in the overall level of satisfaction between both groups was statistically insignificant (p = 0.183). Conclusion PB-ARS has a minimal and insignificant effect on the short- and long-term retention of orthodontic knowledge by male undergraduate dental students. PB-ARS was the preferred adjunct tool to conventional classroom teaching. Due to the limitations of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

scholarly journals Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

2020 ◽  
Author(s):  
Fahad Alharbi ◽  
Khulud Alazmi ◽  
Bashar R. El Momani ◽  
Lubna Al-Muzian ◽  
Mark Wertheimer ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Dental Students ◽  
Audience Response System ◽  
Audience Response ◽  
Response System ◽  
Term Retention ◽  
Long Term Retention ◽  
Randomised Controlled

Abstract Background: The advent of electronic teaching facilities improved tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive and interactive model to traditional pedagogy, on the retention of information by undergraduate dental students and to explore the students’ perception and acceptance of PB-ARS. Methods: This cross-over clustered randomised control trial was conducted with 34 final year undergraduate dental students, who were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures a week apart (L 1 and L2). During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants (PB-ARS group). In contrast, G2’s participants acted as a control group (CG), and they were taught using the traditional presentation. In the second week (L2), the interventions were crossed. Participants from both groups completed pre- and post-lecture multiple-choice questions (MCQ) to assess short-term retention of information. They also filled post-lecture questionaries' to determine their perceptions of teaching delivery. Their performance in the final MCQ exam (10 weeks following L2) were used assess the long-term recall of the obtained knowledge. Results: 29 and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in PB-ARS group showed an improvement in their post-lecture scores compared to 79.3% for CG, it was statistically insignificant. Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge.There was a mildly favourable attitude of students to the PB-ARS system; however, the difference in the overall rate of the level of satisfaction in both was statistically insignificant.Conclusion: PB-ARS system has a minimal insignificant effect on short- and long term retention of knowledge of the undergraduate dental students, though it was a slightly more preferred adjunct to conventional classroom teaching. Due to the limitation of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

scholarly journals Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial 

2020 ◽  
Author(s):  
Fahad Alharbi ◽  
Khulud Alazmi ◽  
Bashar R. El Momani ◽  
Lubna Al-Muzian ◽  
Mark Wertheimer ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Dental Students ◽  
Audience Response System ◽  
Audience Response ◽  
Response System ◽  
Term Retention ◽  
Long Term Retention ◽  
Randomised Controlled

Abstract Background: The advent of electronic teaching facilities improves tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive pedagogy tool to enhance the retention of orthodontic information by dental students; and to explore the students’ perception of PB-ARS. Methods: This cross-over clustered randomised control trial included 34 males who were in the final year of their undergraduate dental training. Participants were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures (L 1 and L2) a week apart. During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants, (PB-ARS group) while G2’s participants acted as a control group (CG), and were taught using a traditional presentation. In the second week (L2), the interventions were crossed-over. Participants from both groups completed pre- and post-lecture multiple-choice questionnaires (MCQ) to assess their short-term retention of information. Their performance in the final MCQ exam (10 weeks following L2) was tracked to assess the long-term retention of the information. Participants also completed post-lecture questionnaires to evaluate their perceptions. Results: 29 and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in the PB-ARS group showed an improvement in their immediate post-lecture scores compared with 79.3% for the CG, it was statistically insignificant (p= 0.465). Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge (p=0.560).There was a mildly but favourable attitude of students towards the use of PB-ARS. However, the difference in the overall level of satisfaction between both groups was statistically insignificant (p=0.183).Conclusion: PB-ARS has a minimal and insignificant effect on the short- and long-term retention of orthodontic knowledge by male undergraduate dental students. PB-ARS was the preferred adjunct tool to conventional classroom teaching. Due to the limitations of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

scholarly journals An Overview of the Pingo Audience Response System in Undergraduate Mathematics and Statistics Teaching

2018 ◽  
Vol 17 (1) ◽  
pp. 25
Author(s):  
Kristian Paul Evans
Keyword(s):  
Student Engagement ◽  
Audience Response System ◽  
Audience Response ◽  
Undergraduate Mathematics ◽  
Web Based ◽  
Large Group ◽  
Response System ◽  
Web Based System ◽  
Mathematics Department

Obtaining interaction and engagement in large group teaching can be challenging, in particular in STEM subjects where it is essential to be able to efficiently present symbols, equations and formulae. Pingo is a free, web-based system that provides an excellent way of introducing interaction in large group teaching, as there are no restrictions on the number of participants. It is particularly useful in Mathematics-based subjects as it is TeX compatible. Such interaction also provides feedback to students and lecturers and it is a straightforward, but creative way to enhance student engagement. The author has tried and tested Pingo weekly in Mathematics and Statistics modules. This article provides all the information and resources required to start using Pingo along with some reflections on its use in the Mathematics Department at Swansea University.

Using an Audience Response System to Enhance Student Engagement in Large Group Orientation

2006 ◽  
pp. 80-95 ◽  
Author(s):  
Sally Kift
Keyword(s):  
Student Engagement ◽  
First Year Experience ◽  
First Year ◽  
Audience Response System ◽  
Audience Response ◽  
Learning Design ◽  
Learning And Teaching ◽  
Large Group ◽  
Response System ◽  
Teaching Problem

This chapter discusses an innovative use of an audience response system (ARS) to address the vexed learning and teaching problem of how to manage effective student engagement in large group academic Orientation sessions. Having particular regard to the research that informs transition practice to enhance the first-year experience, the chapter addresses the pedagogical basis for the decision to adopt the ARS technology as integral to the learning design deployed. The Orientation exemplar discussed is drawn from practice in a law faculty; however, the general approach illustrated is capable of replication regardless of discipline or institution. In the hope that this case study might be transferred to other applications, the enactment of the learning design involving the ARS is described, and an analysis of the evaluation conducted is also presented.

scholarly journals Interactive patient education via an audience response system in cardiac rehabilitation

2020 ◽  
Vol 8 ◽  
pp. 205031212094211
Author(s):  
Dietrich Stoevesandt ◽  
Andreas Weber ◽  
Andreas Wienke ◽  
Steffi Bethge ◽  
Viktoria Heinze ◽  
...  
Keyword(s):  
Cardiovascular Diseases ◽  
Patient Education ◽  
Term Effect ◽  
Control Group ◽  
Audience Response System ◽  
Audience Response ◽  
Short Term ◽  
Short Term Effect ◽  
Response System

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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