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Use of a computerized audience response system in medical student teaching: Its effect on active learning and exam performance
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, , , , Case Western Reserve University School of Medicine, United States ; , MetroHealth Medical Center, Case Western Reserve University School of Medicine, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Using an audience response system (ARS) during lectures promotes active learning. Its effect on exam performance has not been well studied. A computerized ARS was used during a Hematology/Oncology course for 148 2nd-year medical students. Exam scores of participants were compared with non-participants. Each student's score was also compared with their end of Year 1 Comprehensive Exam score. 78/148 students used the ARS. Mean exam score was 81.9% for non-participants and 85.8% for the students who used the ARS at least once. The mean progressively increased to 94.4% for students using the system the most. Regression analysis showed a significant relationship between the level of participation with the ARS and exam performance. There was no significant relationship between ARS participation and performance on the Year 1 Comprehensive Exam; i.e. self-selection bias was not a factor. The use of an ARS with lectures for medical students improved performance and promoted active learning.

Citation

Nosek, T., Wang, W., Medvedev, I., Wile, M. & O'Brien, T. (2006). Use of a computerized audience response system in medical student teaching: Its effect on active learning and exam performance. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2245-2250). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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