technology for engaging students audience response ......2014/09/18 · students – audience...
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Technology for Engaging
Students – Audience
Response Systems (ARS)
Shivaun Gammie,
Medway School of Pharmacy
My experience of ARS
• Pilot project as part of PGCHE (2009) • In class responses to ARS questions
• In class feedback
• Short questionnaire feedback after lecture
• Use in most lectures
• Interactive Clinical Sessions to support
our final year students • University MCQ competency assessment
• Professional registration examination competency
assessment
Why ARS?
• Involves students in lectures “anonymously”
• Allows lecturer and student to
“communicate”
• Helps students to gauge their
understanding …. instant feedback
• Helps lecturer to gauge students’
understanding …. instant feedback /
change future sessions
• Students like it!
Examples
from my
teaching
Would you advise a patient with
hypertension to lose weight?
18%
20%
62%1. Yes
2. No
3. Don’t know
Would you advise this
patient to lose weight?
12%
80%
7%1. Yes
2. No
3. Don’t know
Would you advise
this patient to lose
weight?
22%
56%
22%1. Yes
2. No
3. Don’t know
Question: Mr BP is estimated to have a 10 year
cardiovascular risk of 20%.
Taking drug A is expected to reduce his 10
year cardiovascular risk by 25%
What is his new 10 year risk of having a
cardiovascular event?
0
0
0
0
0
0 0 0 0 0
17.50%
15%
12.50%
10%
Don’t know
1. 17.5%
2. 15%
3. 12.5%
4. 10%
5. Don’t know
Evaluation
2009
Note:
Personal Response Systems (PRS)
= Audience Responses Systems (ARS)
Student understanding Student responses to 6 interactive questions
31
29
43
13
30
40
20
15
6
28
13
6
4
8
3
10
6
8
0
5
10
15
20
25
30
35
40
45
3 - CV risk (n = 55) 4 - Reducing CV risk -
drug A (n = 52)
5 - Reducing CV risk
drug A and B (n = 52)
6 - Relative risk
reduction (n= 51)
7 - Absolute risk
reduction (n = 49)
8 - NNT (n = 54)
Correct
Incorrect
Don't know
!!
Student feedback AT1 (Cardiovascular Lecture) - Initial PRS Feedback
0 5 10 15 20 25 30 35 40 45 50
I found the PRS easy to use (n=54)
Using the PRS distracted me from the lecture (n=54)
Using PRS helped me to understand the material in the
lecture (n=56)
Using the PRS helped me to identify areas that I need to
work on in my MSCL (n=58)
I would like to use PRS in other lectures (n=56)
Strongly Agree Agree
Disagree Strongly Disagree
Not relevant
Student feedback
Qu 1 I found PRS easy to use
89%
96%100%
9%
4%0%
2%0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Lecture (n = 54) Workshop 1 (n = 28) Workshop 2 (n = 28)
Strongly Agree /Agree
Strongly disagree /disagree
Not relevant
Student feedback
Qu 2 Using the PRS distracted me from the lecture
15% 14%
0%
85%82%
100%
0%4%
0%0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Lecture (n = 54) Workshop 1 (n = 28) Workshop 2 (n = 28)
Strongly Agree /Agree
Strongly disagree /disagree
Not relevant
Student feedback
Qu 3 Using PRS helped me to understand the material in the
lecture
86%
93% 93%
9% 7%4%
5%
0%4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Lecture (n = 56) Workshop 1 (n = 28) Workshop 2 (n = 28)
Strongly Agree /Agree
Strongly disagree /disagree
Not relevant
Student feedback
Qu 4 Using PRS helped me to identify areas that I need to work on
in my MSCL
86%89%
82%
12%
7% 7%
2%4%
7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Lecture (n = 58) Workshop 1 (n = 28) Workshop 2 (n = 27)
Strongly Agree /Agree
Strongly disagree /disagree
Not relevant
Student feedback
Qu 5 Since the lecture I have done some MSCL on the areas that I
identified in the lecture
32%29%
64%
57%
4%
14%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Lecture (n/a) Workshop 1 (n = 28) Workshop 2 (n = 28)
Strongly Agree /Agree
Strongly disagree /disagree
Not relevant
Question
not asked
in lecture
Student feedback
Qu 6 I would like to use PRS again
93%
86%
96%
5%
11%
4%2%
4%0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Lecture (n = 58) Workshop 1 (n = 28) Workshop 2 (n = 28)
Strongly Agree /Agree
Strongly disagree /disagree
Not relevant
Student feedback
Qu 7 The number of PRS questions in the cv lecture was
4%0% 0%
38%
72%
82%
59%
28%
18%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Lecture (n = 56) Workshop 1 (n = 25) Workshop 2 (n = 28)
Too many About right Too few
Student feedback continued
Open questions on written questionnaire
What did you like best about using PRS in the lecture?
• 47 positive comments
Interactive
Fun
Helped understanding
Stimulating
Anonymous
“Kept me awake”
“Quick easy way of identifying
learning needs and finding out
what you actually know! The poll
didn’t specifically identify anyone
who didn’t know the answer.
Excellent learning tool”
Student feedback continued
Open questions on written questionnaire
What didn’t you like about using PRS in the lecture?
• Time / distracting (7 comments)
“Wasting time being used to ask really basic questions. Needs to be
used for more complex / difficult questions.”
“Not enough time given to work out answers, was a bit rushed so de-
motivating.”
“It was very time consuming and distracted me from the lecture”
• Student participation (6 comments)
“Some people weren’t taking it seriously and were using it as a chance
to mess around which was distracting.”
• Technical (8 comments)
“The graphs displayed on the screen was upside down – disappointing”
• Nothing / NA / positive comment (15 comments)
Why ARS?
• Involves students in lectures “anonymously”
• Allows lecturer and student to
“communicate”
• Helps students to gauge their
understanding …. instant feedback
• Helps lecturer to gauge students’
understanding …. instant feedback /
change future sessions
• Students like it!
Why not ARS?
Need correct
version of
Turning Point
Technology for Engaging
Students – Audience
Response Systems (ARS)
Shivaun Gammie,
Medway School of Pharmacy