ABSTRACT
INTRODUCTION: Audience response systems (ARS) are increasingly being used to heighten participants' involvement. Knowledge of technical and pedagogical challenges is, however, limited. The purpose of this paper is to evaluate ARS as a tool for 1) evaluation, 2) knowledge testing, 3) attention raising and 4) discussion stimulation. MATERIAL AND METHODS: ARS was used 33 times at four different courses. Data include voting results, observations, questionnaires and interviews. RESULTS: A total of 215 participants and 12 teachers were included. The majority of the participants found ARS suitable for course evaluation. The teachers found it useful for obtaining the results immediately and thereby for receiving feedback on their own teaching. The participants and the teachers found ARS suitable for knowledge testing. ARS was used as an instrument to increase activity and attention. The system was found to increase the level of concentration and the interactivity. ARS was used to initiate discussions. The participants found that the questions could be a good starting point for discussion. The teachers found it challenging to comment on answers. Our experiences are that thorough planning and preparation is needed for the successful implementation of ARS. CONCLUSION: Our experiences indicate that ARS is suitable for course evaluation. Overall, we find ARS a valuable technology that may stimulate discussion and support learning, but teachers need to be technically and pedagogically well prepared to use the tool. The use of ARS does not in itself entail that the quality of the teaching increases.
Subject(s)
Computer-Assisted Instruction/methods , Education, Medical/methods , Educational Measurement/methods , Teaching/methods , Communication , Feedback , Humans , Learning , Surveys and QuestionnairesABSTRACT
The purpose of this article was to describe the possibilities gained by using an electronic voting system (EVS), the existing evidence to determine whether an EVS affects learning proceeds, challenges in EVS and perspectives for EVS in Danish medical training. Audience Response-Systems (ARS) seem suited to enhance participants' activity and attention. The technology as such holds the potential to enhance learning outcome, but changes in the pedagogical method are needed. More studies examining the use of new wireless, mobile voting systems are required.
Subject(s)
Computer-Assisted Instruction/methods , Education, Medical/methods , Educational Measurement/methods , Educational Technology , Feedback , Group Processes , Humans , Learning , Models, EducationalABSTRACT
Guidelines use GCS < 9 as a criterion for tracheal intubation of patients with traumatic brain injuries. Our hypothesis was that there was actually no evidence for using this criterion. We searched relevant databases and found no association between a particular GCS and impaired pharyngeal control, but we did find an association between a low GCS and respiratory insufficiency. Our findings suggest that patients with traumatic brain damages should be monitored closely using GCS as a supplement in the overall assessment of respiratory insufficiency.
