Self-Paced Polling Increases Medical Student Engagement in Recorded Lectures and Improves Examination Performance

Autor/inn/en	Vuk, Jasna; Anders, Michael E.; Rhee, Sung W.
Titel	Self-Paced Polling Increases Medical Student Engagement in Recorded Lectures and Improves Examination Performance
Quelle	In: Advances in Physiology Education, 46 (2022) 4, S.728-734 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rhee, Sung W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Medical Students; Learner Engagement; Pacing; Individualized Instruction; Lecture Method; Synchronous Communication; Asynchronous Communication; Academic Achievement; Student Participation + Suchen Sie Ihr Suchwort? Lerntempo; Individualisierender Unterricht; Schulleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Engaging preclinical medical students in the curriculum is challenging. To address this challenge, the investigators developed and implemented self-paced polling with recorded lectures, in which students answered audience response questions at their own pace. In 2021, we retrospectively assigned second-year medical students (N = 165) as Active or Inactive based on their answered polling questions. We subdivided the Active group into two groups, a Live group who predominantly responded to polling in live classes and a Self-paced group who predominantly used polling with recorded lectures. Outcomes were academic performance on customized National Board of Medical Examiners (NBME) examinations and engagement. Compared with the Inactive group, the Self-paced group performed better on the customized NBME examination after extensive self-paced polling. Students answered a significantly larger proportion of questions correctly in self-paced polling compared with live polling. Students who used self-paced polling reported a positive experience and indicated they had emotional, behavioral, or cognitive engagement with the curriculum. This study introduces self-paced polling with recorded lectures, which medical educators can potentially use to enhance student engagement and academic performance. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01