Radiologist/Educator knowledge of the audience response system and limitations to its use.

RATIONALE AND OBJECTIVES

Audience response systems (ARS) have been proven to increase residents' retention in the short and long terms. The purpose of this study was to determine what teaching faculty members know about the ARS at one institution, what the obstacles are to its use, and ways to increase its use.

MATERIALS AND METHODS

An anonymous and voluntary survey was sent to teaching faculty members. Fifty-two faculty members received the survey request and were included in the study set. The survey included questions regarding the faculty members' prior use of, understanding of, and ideas about ways to improve the ARS, as well as obstacles to its use.

RESULTS

Thirty of 52 faculty members (58%) responded. Eight (27%) reported prior use of the ARS. Impediments to using the system more, for infrequent users, included "no need for it again," that it was "a bit tedious to incorporate into lectures," and time limitations. However, most users felt that the system was overall easy to use, and they did so by incorporating it into existing lectures. Perceptions that residents learned more effectively with the ARS motivated faculty members to use it more. They noted that residents seemed to like the ARS lectures more and were more engaged than with other didactic techniques. Faculty members would increase their use of the ARS if more information technology support were available, if training sessions were held, and if they had knowledge that residents preferred this lecture format.

CONCLUSIONS

Faculty members at the authors' academic institution used its ARS infrequently but expressed an overall desire to use it more. They suggested methods that would increase their use of the device and were particularly motivated by residents' satisfaction with their lectures. If their suggestions can be implemented, use of the ARS should increase.