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Atypical use of audience response system provides opportunity to formatively assess teaching and improve learning outcomes
Author(s) -
Hopper Mari K,
Wright Serena M,
Carroll Megan,
Bauer Erich,
Carlos W. Graham
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.lb226
Subject(s) - session (web analytics) , class (philosophy) , likert scale , audience response , student engagement , medical education , psychology , medicine , computer science , mathematics education , artificial intelligence , developmental psychology , world wide web , operating system
PURPOSE Although audience response systems (ARS) are frequently used to formatively assess student learning, this technology is rarely employed to formatively assess teaching. Aim of study was implementation of novel approach using ARS to assess teaching methods in order to enact rapid improvement. METHODS Second‐year students of large multi‐center medical school participated anonymously. Study involved nine sequential, three‐hour pulmonary class sessions delivered live on one campus and livestreamed to others. Following each session, ARS delivered three Likert scale and one open‐ended question: 1)What degree have you utilized higher order skills; 2)Rate your level of engagement; 3)Estimate percentage of time focused; and 4)What went well/suggestions for improvement. Following each session, course leaders considered student input and adjustments made before delivery of next session. Faculty also quantified parameters including number of cases, key concepts, videos, and slides per session and “Bloomed” embedded questions. RESULTS Approximately 60% of students responded to ARS questions. Results indicated consistent improvement from session one to nine in all parameters: number of students perceiving very high use of higher order skills increased from 10% to 30%, students rating the session as highly engaging rose from 55% initially to 80% for final session, and ability to remain focused for more than 70% of the class time rose from 55% of students to over 75%. Comparison of student perceptions to objective measures is underway. CONCLUSION Innovative ARS use allowed faculty to immediately gather feedback from diverse students at distributed locations. Feedback guided change leading to improved student engagement, focus, and utilization of higher order skills. Students were also highly appreciative of opportunity to impact change in the class while participating. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .