de Oliveira-Santos Christiano, Tirapelli Camila, Rodrigues Clarissa Teles, Domaneschi Carina, Caldeira Monteiro Solange Aparecida
Department of Stomatology, Public Oral Health and Forensic Dentistry, University of São Paulo - Ribeirão Preto School of Dentistry, Ribeirão Preto, Brazil.
Department of Dental Materials and Prosthetic Dentistry, University of São Paulo - Ribeirão Preto School of Dentistry, Ribeirão Preto, Brazil.
Eur J Dent Educ. 2018 Feb;22(1):e63-e69. doi: 10.1111/eje.12258. Epub 2017 Mar 15.
To evaluate the impact of audience response systems (ARS) on student participation (SP) during Oral and Maxillofacial Radiology (OMR) undergraduate lectures and on final examination scores (FES). Furthermore, an analysis of unanimity assessed the influence of ARS on students' responses. Students' perceptions were also assessed.
A controlled crossover study was designed. Four lectures covering topics of OMR were each taught with ARS and without ARS (i.e. hand-raising method). SP and FES were compared between ARS and HR groups. Unanimity of answers was analyzed for both groups. Questionnaires assessed students' impressions about ARS.
Mean SP of ARS and HR groups were 97.6% and 47.3%, respectively, and this difference was statistically significant (P<.05). Mean FES for the ARS group (77%) was slightly higher than HR group (75.1%), however, not statistically significant. There was positive correlation between SP and FES. With ARS, only 5.7% of the questions were unanimous, whilst 51.4% were unanimous with HR method. Most students reported that the use of ARS had positive influence on their attention (92%), participation (96%), classmates' participation (82.7%), interest (74.7%), and learning (86.7%). For the five-point scale ratings of the relevance of ARS features, anonymity had an average 3.6, whilst other items received an average 4.6 or higher.
ARS significantly increased participation in OMR lectures; however, an increase in FES could not be associated with ARS by itself. Not taking into consideration which method was used to answer questions posed during lectures, higher participation correlated with higher scores. ARS is well-accepted and students believe that these devices positively influence their performance. Among the recognized advantages of ARS, anonymity was considered the least relevant.
评估课堂应答系统（ARS）对口腔颌面放射学（OMR）本科课程中学生参与度（SP）以及期末考试成绩（FES）的影响。此外，通过一致性分析评估ARS对学生回答的影响。同时也评估了学生的看法。
设计了一项对照交叉研究。关于OMR主题的四场讲座分别采用ARS和不采用ARS（即举手方式）进行授课。比较ARS组和举手组的SP和FES。分析两组答案的一致性。通过问卷调查评估学生对ARS的印象。
ARS组和举手组的平均SP分别为97.6%和47.3%，差异具有统计学意义（P<0.05）。ARS组的平均FES（77%）略高于举手组（75.1%），但无统计学意义。SP和FES之间存在正相关。使用ARS时，只有5.7%的问题答案一致，而采用举手方式时这一比例为51.4%。大多数学生报告称，使用ARS对他们的注意力（92%）、参与度（96%）、同学的参与度（82.7%）、兴趣（74.7%）和学习（86.7%）有积极影响。对于ARS功能相关性的五点量表评分，匿名性平均得分为3.6，而其他项目平均得分在4.6或更高。
ARS显著提高了OMR课程中的参与度；然而，FES的提高本身与ARS并无关联。不考虑讲座中回答问题所采用的方法，较高的参与度与较高的分数相关。ARS被广泛接受，学生认为这些设备对他们的表现有积极影响。在ARS公认的优势中，匿名性被认为是最不重要的。
