A Pilot Study on the Use of Lecture Tools to Enhance the Teaching of Pharmacokinetics and Pharmacodynamics

Pharmacokinetics and pharmacodynamics are essential topics contained within the medical curriculum and are highly amenable to active-learning approaches. In this pilot study, we incorporated Lecture Tools, a cloud-based audience response system, into a lecture-based graduate course. Lecture Tools was used by both the instructors and the students during peer presentations. Advantages noted by the instructors include the versatility of the questions that can be presented and the ease with which student assessment can be conducted. Student surveys revealed that, overall, the use of Lecture Tools enhanced student attentiveness and engagement and facilitated student participation in questions and answers. Some disadvantages were observed and include the increased time required for lecture presentations. In summary, our results indicate that Lecture Tools can be effectively used in a medical education setting.

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Using an integrated teaching approach to facilitate student achievement of the learning outcomes in a preclinical medical curriculum in India

AJP Advances in Physiology Education ◽

10.1152/advan.00067.2019 ◽

2019 ◽

Vol 43 (4) ◽

pp. 522-528

Author(s):

Asha Vashe ◽

Vasudha Devi ◽

Raghavendra Rao ◽

Reem Rachel Abraham ◽

Vinod Pallath ◽

...

Keyword(s):

Medical Curriculum ◽

Student Assessment ◽

Educational Environment ◽

Average Score ◽

Learning Approaches ◽

Multiple Choice Questions ◽

Self Directed Learning ◽

Learning Readiness ◽

Outcome Based Education ◽

Directed Learning

Today most education institutions around the world have adopted the philosophy of outcome-based education. The emphasis in outcome-based education is achievement of outcomes; hence the curriculum should be designed in a way that it includes the components targeted specifically at achieving these outcomes. A discipline-based approach results in fragmentation of learning and lack of clinical applicability. Integrated teaching could be a solution to achieve required outcomes in a holistic way. Hence, the aim of this study was to develop, implement, and evaluate an integrated teaching module. Temporal coordination of the basic sciences, along with correlation of learned topics to clinical settings, was done in the first year of the undergraduate medical program. The module was evaluated by obtaining qualitative and quantitative feedback from students. Student assessment was conducted with a test that had case vignettes and multiple-choice questions. In addition, students’ change in learning approaches and self-directed learning readiness were collected. Students’ perception regarding the educational environment was also obtained. Analysis of the data showed positive feedback from the students regarding the integrated teaching. Students’ average score in the test was 86%. There was a significant increase in the scores for the deep approach and self-directed learning readiness in the posttest compared with the pretest. Moreover, students were found to be satisfied with the educational environment. Evaluation of integrated teaching revealed that it was well accepted by the students. Moreover, it facilitated the achievement of the students’ outcomes.

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Impact of Audience Response System in first year Statistics lessons: Click or Not to Click

MSOR Connections ◽

10.11120/msor.2011.11020028 ◽

2011 ◽

Vol 11 (2) ◽

pp. 28-31 ◽

Cited By ~ 1

Author(s):

Nadarajah Ramesh

Keyword(s):

First Year ◽

Audience Response System ◽

Audience Response ◽

Response System

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Audience Response Software as a Learning Tool in University Courses

Education Sciences ◽

10.3390/educsci10120350 ◽

2020 ◽

Vol 10 (12) ◽

pp. 350

Author(s):

Ana María Díez-Pascual ◽

María Pilar García García Díaz

Keyword(s):

Mobile Devices ◽

Information And Communication Technologies ◽

Control Group ◽

Audience Response ◽

Multiple Choice Questions ◽

Positive Effects ◽

Frequency Of Use ◽

Questions And Answers ◽

Information And Communication ◽

Teaching Learning

The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today’s society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching–learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool.

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