Assessing the Integration of Audience Response System Technology in Teaching of Anatomical Sciences

Autor/inn/en	Alexander, Cara J.; Crescini, Weronika M.; Juskewitch, Justin E.; Lachman, Nirusha; Pawlina, Wojciech
Titel	Assessing the Integration of Audience Response System Technology in Teaching of Anatomical Sciences
Quelle	In: Anatomical Sciences Education, 2 (2009) 4, S.160-166 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.99
Schlagwörter	Feedback (Response); Medical Education; Audience Response; Genetics; Anatomy; Correlation; Undergraduate Students; Predictive Validity; Educational Technology; Educational Assessment; Student Evaluation; Multiple Choice Tests; College Instruction; Predictor Variables; Questionnaires; Teacher Attitudes; Student Attitudes; Science Tests; Computer Assisted Testing; Evaluation Methods; Computer Software; Minnesota + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Zuschauerverhalten; Humangenetik; Anatomie; Korrelation; Unterrichtsmedien; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Hochschullehre; Prädiktor; Fragebogen; Lehrerverhalten; Schülerverhalten
Abstract	The goals of our study were to determine the predictive value and usability of an audience response system (ARS) as a knowledge assessment tool in an undergraduate medical curriculum. Over a three year period (2006-2008), data were collected from first year didactic blocks in Genetics/Histology and Anatomy/Radiology (n = 42-50 per class). During each block, students answered clinically oriented multiple choice questions using the ARS. Students' performances were recorded and cumulative ARS scores were compared with final examination performances. Correlation coefficients between these variables were calculated to assess the existence and direction of an association between ARS and final examination score. If associations existed, univariate models were then constructed using ARS as a predictor of final examination score. Student and faculty perception of ARS difficulty, usefulness, effect on performance, and preferred use were evaluated using a questionnaire. There was a statistically significant positive correlation between ARS and final examination scores in all didactic blocks and predictive univariate models were constructed for each relationship (all P less than 0.0001). Students and faculty agreed that ARS was easy to use and a reliable tool for providing real-time feedback that improved their performance and participation. In conclusion, we found ARS to be an effective assessment tool benefiting the faculty and the students in a curriculum focused on interaction and self-directed learning. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10