Development of Candidate Teachers’ Problem Solving Ability With the Audience Response System

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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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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