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Comparison of Active Learning Techniques: Audience Response Questions Versus Small Group Discussion on Immediate‐ and Long‐term Knowledge Gain
Author(s) -
Jordan Jaime,
Missaghi Babak,
Douglass Amy,
Tolles Juliana
Publication year - 2021
Publication title -
aem education and training
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.49
H-Index - 9
ISSN - 2472-5390
DOI - 10.1002/aet2.10464
Subject(s) - session (web analytics) , test (biology) , multiple choice , psychology , audience response , active learning (machine learning) , small group learning , significant difference , medical education , medicine , mathematics education , computer science , paleontology , artificial intelligence , world wide web , biology , operating system
Objectives Active learning techniques help with motivation, involvement, and retention during didactics. There are few studies comparing different active learning methods, and these have yielded mixed results. The objective of this study was to compare the effect of two active learning methods—small‐group discussion and audience response system (ARS)—on immediate‐ and long‐term knowledge gain. Methods This was a prospective experimental study of emergency medicine (EM) subinterns and residents. Participants were randomized into two groups, and baseline knowledge was assessed with a multiple‐choice pretest. Didactic sessions on salicylate toxicity and ocular trauma were given to both groups utilizing either small‐group discussion or ARS. A crossover design was utilized to ensure that both groups received instruction by each method. A multiple‐choice posttest was administered following the didactics and again 2 months later. Pre‐ and posttests were identical. All test items were written by an academic faculty member with advanced training in medical education and item writing and were based on the goals and objectives of the session. Test items were piloted with a reference group of learners. Didactic instructors were blinded to test items. Data were analyzed using a linear mixed‐effects model. Results Thirty‐eight subinterns and residents participated in the study. Both instructional methods showed immediate‐ and long‐term knowledge gain. The linear mixed‐effects model did not demonstrate any significant difference between instructional methods on immediate knowledge gain (mean difference = 0.18, p = 0.62, 95% confidence interval [CI] = −0.52 to 0.88) or long‐term knowledge gain (mean difference = −0.42, p = 0.36, 95% CI = −1.32 to 0.47). Conclusion In this small study, there was no significant difference between instructional methods on immediate‐ and long‐term knowledge gain in EM subinterns and residents.