The Effects of an Electronic Audience Response System on Athletic Training Student Knowledge and Interactivity

Context Electronic audience response systems (ARSs) are a technological teaching tool currently being used with widespread success within various disciplines of higher education. Researcher support for its application in athletic training education remains sparse, however. Objective The aim of this study was to examine whether use of an ARS in a basic athletic training course improved student knowledge acquisition and interactivity. Design Preintervention and postintervention surveys. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training program. Patients or Other Participants Sixty-nine undergraduate students enrolled in one of 2 sections of an introductory athletic training course. Main Outcome Measure(s) A mixed-measures analysis of variance (ANOVA) was conducted to look for differences in knowledge acquisition based upon group membership (control versus experimental) and the effect of instruction. Results An interaction was discovered for the effect of instruction and use of the ARS (F1,59 = 5.89, P = .018, η2p = .091), indicating that the acquisition of knowledge in the experimental group (7.97 ± 1.49) was greater than for the control group (7.24 ± 1.75). A mixed-measure ANOVA found differences in classroom interactivity based upon group membership. There was a main effect for interactivity (F1,59 = 5.40, P = .024, η2p = .084), indicating that interactive participation increased among students from 7.16 ± 1.23 on the pretest to 7.56 ± 1.08 on the posttest; however, there was no interaction between interactivity and group membership, indicating that both the control and experimental groups increased interactivity at the same rate. Conclusions Audience response system technology improved student knowledge when used in an introductory athletic training course. Additional research should investigate active learning tools to determine what most strongly affects students' interactivity.

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Using an Audience Response System to Prepare Athletic Training Students for the Board of Certification Exam

Athletic Training Education Journal ◽

10.4085/0704198 ◽

2012 ◽

Vol 7 (4) ◽

pp. 198-204 ◽

Cited By ~ 1

Author(s):

Kelly Potteiger ◽

Andrew Lundgren

Keyword(s):

Athletic Training ◽

Test Preparation ◽

Athletic Training Education ◽

The United States ◽

Audience Response System ◽

Audience Response ◽

Athletic Training Students ◽

Response System ◽

Exam Preparation ◽

Board Of Certification

Objective: To describe a pedagogical method using an Audience Response System (ARS), commonly referred to as “clickers,” for use in preparing athletic training students (ATSs) for the Board of Certification (BOC) exam. Background: The BOC is the only certifying agency for athletic trainers in the United States. ATSs may become a certified athletic trainer (AT) upon graduating from a Commission on Accreditation of Athletic Training Education (CAATE) accredited Athletic Training Education Program (ATEP) and successfully passing the BOC exam. In 2012, CAATE standards were revised to require programs to publish their graduates' recent exam scores on their website (in aggregate form). Description: Preparation for the BOC exam can be a monumental and stress-inducing task for the ATS due to the plethora of information to review. Most ATEPs include test preparation assistance within the curriculum. To date, a review of the literature revealed no published documentation of successful test preparation strategies. Clinical Advantages: The data collected from use of the ARS during BOC exam preparation can be a valuable tool in identifying domain areas in which an ATS may be deficient. In doing so, an ATS may redirect study time to focus on weaker concepts. Additionally this data, when trended, can provide invaluable programmatic information when used as part of a larger assessment plan. As part of the revised CAATE standards, programs are also required to meet or exceed a score of 70% for the first-time pass rate. As a result, there may be a heightened need for test preparation strategies. Conclusion: Athletic training educators seeking a pedagogical method for BOC exam preparation may benefit from the implementation of an ARS to increase ATS motivation and accountability. As an additional benefit, programmatic educational assessment data may also be collected.

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Incorporating an Audience Response System into Veterinary Dermatology Lectures: Effect on Student Knowledge Retention and Satisfaction

Journal of Veterinary Medical Education ◽

10.3138/jvme.34.5.674 ◽

2007 ◽

Vol 34 (5) ◽

pp. 674-677 ◽

Cited By ~ 13

Author(s):

Jon D. Plant

Keyword(s):

Knowledge Retention ◽

Audience Response System ◽

Audience Response ◽

Student Knowledge ◽

Response System

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The Effect of High-Fidelity Cardiopulmonary Resuscitation (CPR) Simulation on Athletic Training Student Knowledge, Confidence, Emotions, and Experiences

Athletic Training Education Journal ◽

10.4085/1002103 ◽

2015 ◽

Vol 10 (2) ◽

pp. 103-112 ◽

Cited By ~ 23

Author(s):

Kristin Ann Tivener ◽

Donna Sue Gloe

Keyword(s):

Knowledge Acquisition ◽

Athletic Training ◽

Professional Education ◽

Emotional Responses ◽

Athletic Training Education ◽

High Fidelity ◽

High Fidelity Simulation ◽

Student Knowledge ◽

Athletic Training Student ◽

Significant Difference

Context High-fidelity simulation is widely used in healthcare for the training and professional education of students though literature of its application to athletic training education remains sparse. Objective This research attempts to address a wide-range of data. This includes athletic training student knowledge acquisition from high-fidelity simulation, effects on student confidence, emotional responses, and reports of lived experiences in different phases of simulation. Design and Setting A mixed methods study design was employed with pre- and postintervention evaluations of students' cardiopulmonary resuscitation (CPR) knowledge, confidence, emotions, and lived experiences via the Presimulation CPR Survey, the Postsimulation CPR Survey, and the Reactions to the Simulation Experience Postsimulation Reflection assignment. The study was conducted in the University's high-fidelity simulation center. Patients or Other Participants Twenty undergraduate athletic training students enrolled in a junior-level clinical practicum class. Results We identified a significant difference in athletic training student knowledge acquisition (pretest: x̄ = 3.75, SD = .546; posttest: x̄ = 4.60, SD = .394) and identified a significant increase through a paired sample t test (t19 = −5.640, P < .001). We demonstrated a significant difference in athletic training student confidence (pretest: x̄ = 4.18, SD = .524; posttest: x̄ = 4.68, SD = .295). The findings of this paired sample t test (t19 = −4.485, P < .001) identify a significant increase in confidence related to CPR skills. Students reported a mean score of 4.5 out of 5.0 (SD = .761) of experiencing emotional reactions to the simulation including anxiety, fear, and nervousness. Students reported on a scale of 5.0, (x̄ = 4.63, SD = .34) the simulation was overall a positive and valued learning experience. Conclusions High-fidelity simulation is highly effective in athletic training education and has similar outcomes in knowledge acquisition, confidence, and emotional responses to other healthcare professional education.

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Interactive patient education via an audience response system in cardiac rehabilitation

SAGE Open Medicine ◽

10.1177/2050312120942118 ◽

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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