Audience Response Systems: Transforming your Lecture Hall into a Platform for Interactivity Alice Chuang, MD University of North Carolina – Chapel Hill Francis S. Nuthalapaty, MD University of South Carolina - Greenville 2009 APGO Faculty Development Seminar
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Audience Response Systems: Transforming your Lecture Hall into a Platform for Interactivity Alice Chuang, MD University of North Carolina – Chapel Hill.
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Audience Response Systems: Transforming your Lecture
Hall into a Platform for InteractivityAlice Chuang, MD
University of North Carolina – Chapel Hill
Francis S. Nuthalapaty, MDUniversity of South Carolina - Greenville
2009 APGO Faculty Development Seminar
Objectives
• Demonstrate ARS in action*
• Discuss the rational for using Audience
Response Systems (ARS) in medical education
• Outline ARS question types and best practices
• Outline practical concerns regarding use of ARS
• Describe available ARS systems
Audience Response Systems
• Definition: Electronic tool which allows lecturer to poll learners with immediate feedback.
• Synonyms:– Classroom response system– Student response system– Personal response system
Instructions for Clickers
• To vote: Press 1/A, 2/B etc…• Vote Status Light:
– Green if your vote was recorded– Orange if not
• To change your vote – press another key• Clickers work like an RF remote• Receiver is plugged into USB port
Are you here today?
Yes N
o
0%
100%1. Yes2. No
I am a…
11%
22%
0%
11%
56% 1. Clerkship director
2. Program director
3. Chair
4. Clerkship coordinator
5. Other
What is your role in education?
Tea
chin
g stu
dents
in th
e...
Tea
chin
g stu
dents
in th
e...
Adm
inis
tratio
n (Dea
n, C...
Oth
er
0%
44%
11%
44%1. Teaching students in the pre-clinical curriculum
2. Teaching students in the clerkship
3. Administration (Dean, Clerkship Director)
4. Other
How often do you currently use ARS in your teaching?
70%
30%0%0%
Never used ARS before
Rarely (<25% of my lectures)
Often (>50% of my lectures)
Very Often (>75% of my lectures)
1. Never used ARS before
2. Rarely (<25% of my lectures)
3. Often (>50% of my lectures)
4. Very Often (>75% of my lectures)
Roles of ARS
• Restarting the attention clock– Average human attention span: 20
minutes– Recall of information decreases after
15-20 minutes– At maximum 20-25% of material
presented in standard lecture is retained
0
10
20
30
40
50
60
70
80
90
0 15 30 45 60
Time (min)
Att
enti
on p
aid
to lectu
rer
(%)
Adult Learner(i.e. tiredoverworkedmedicalstudent)
Has renewed sense of interest in topic at hand
Is finding lecture material somewhat
mundane, starts previewing following lecture for interesting
slides
Listens intently, hoping to catch key
summary points
Settling into lecture, previewing
lecture slides
Roles for ARS
• To increase interactions– To assess learner’s attitudes– To start or focus discussions– To vote after a debate or panel discussion
• To assess preparation and ensure accountability– Questions about reading or homework
Roles for ARS
• To engage learner throughout a lecture– To assess learner’s understanding and
misunderstanding of topics during a lecture– To find out more about student attitudes on a topic– To assess need for more explanation or detail
• For quizzes or tests– paying attention– taking good notes– preparing for class or labs– keeping up with homework– actively thinking
Prevalence of ARS
• Used ubiquitously in many disciplines…mathematics, philosophy, psychology, economics
• Used in many age groups…K-12, elementary, undergraduate, graduate
History
• Pradhan et al• RCT of ARS v. standard lecture format on
the topic of contraception• 17 ob/gyn residents at UMDNJ• Compared pretest/posttest (6 weeks
later) scores– ARS: 21% improvement– Standard lecture: 2% improvement– P = 0.18
History
• Nayak and Erinjeri• 27 medical students who were instructed to
give a presentation at the end of course– From learners viewpoint
• Increased self-confidence with understanding material and verbally answering questions
• No differences in end of course exam scores
– From presenters viewpoint• Made them more comfortable that they were conveying
information effectively• Prepared them for future presentations
Pros…based on the literature
• Instructor benefits– Immediate feedback on learners understanding,
identify gaps– Improved retention of knowledge
• Technical issues– Decreased error in collecting data because of
electronic transmission– Anonymous
• Can increase attendance– in one study only if participation was worth at least
10% of grade– Can reduce attrition through the duration of a
course (4% vs 8-12%)– Particularly if class was midday
Pros…based on the literature
• Increased learner satisfaction by improving interactivity and by engaging learner– Student gave instructors and “learning
environment” more positive ratings• Allows learner to compare own understanding
with others• Increases active participation
– Learner must commit to answer, thus increasing attention
– Affects active participation in other ways (asking more questions)
– Less sleeping during class– Superior to show of hands technique with increased
participation
Cons
• Need initial investment in software and hardware– Program to create questions– “clickers” or other data entry modality
• Training and buy-in from faculty• Willingness to participate by students
– Some negative responses
• Using ARS decreases time for actual delivery of material during the course of lecture
• Can be distracting if overused in a single lecture (2-5/50 minute lecture)
Question Types
• Factual Questions• Conceptual Questions• One-best-answer Questions• Opinion Questions• Data Gathering Questions• Questions Asking for Predictions• Feedback on Teaching
Question Types
Factual Questions
These questions might be used to see if students did the reading, remember
important points from prior classes, or have memorized key facts.
Jake AcheyInstructional Technology TechnicianUNC School of MedicineMedical Students Teaching Lab
References• 1. BARBER M, NJUS D. Clicker evolution: seeking intelligent
design. CBE Life Sci Educ 2007;6:1-8.• 2. CALDWELL JE. Clickers in the large classroom: current
research and best-practice tips. CBE Life Sci Educ 2007;6:9-20.• 3. COLLINS J. Audience response systems: technology to
engage learners. J Am Coll Radiol 2008;5:993-1000.• 4. COLLINS LJ. Livening up the classroom: using audience
response systems to promote active learning. Med Ref Serv Q 2007;26:81-8.
• 5. NAYAK L, ERINJERI JP. Audience response systems in medical student education benefit learners and presenters. Acad Radiol 2008;15:383-9.
• 6. PRADHAN A, SPARANO D, ANANTH CV. The influence of an audience response system on knowledge retention: an application to resident education. Am J Obstet Gynecol 2005;193:1827-30.
• 7. TURPIN DL. Enhance learning with an audience response system. Am J Orthod Dentofacial Orthop 2003;124:607
Session content, including narrated MS Powerpoint slides