Guarascio Anthony J, Nemecek Branden D, Zimmerman David E
Duquesne University School of Pharmacy, Infectious Diseases Clinical Specialist, Bayer Learning Center, 600 Forbes Avenue, Pittsburgh, PA 15282, United States.
Duquesne University School of Pharmacy, Internal Medicine and Nephrology Clinical Specialist, Bayer Learning Center, 600 Forbes Avenue, Pittsburgh, PA 15282, United States.
Curr Pharm Teach Learn. 2017 Sep;9(5):808-812. doi: 10.1016/j.cptl.2017.05.011. Epub 2017 Jul 11.
Student response systems (SRSs) or "clickers" are common tools that lecturers can implement into didactic lectures. Socrative is a convenient and free SRS application that can be downloaded on personal handheld devices and used by faculty and students. It is unknown if students prefer using this application and what advantages or disadvantages can be seen with Socrative's use.
To measure student preference of standard SRS methods compared to Socrative as well as the impact of Socrative use on student engagement during delivery of clinical pharmacy instruction EDUCATIONAL ACTIVITY AND SETTING: Standard SRS and Socrative incorporated lectures were presented to students during an infectious disease module. Students were given a survey at the end of the semester to determine the primary endpoint of preference for each application. The survey used a Likert scale of 1-5, with 1 = strongly disagree and 5= strongly agree. Secondary endpoints included assessing the number of questions asked, participation, and classroom time utilized.
A total of 114 surveys were completed and six were excluded due to discrepancies or reporting bias. A higher mean scoring for classroom facilitation of active learning (4.48 vs. 3.99, p < 0.0001) and student-reported active participation in class (4.45 vs. 3.60, p < 0.0001) was found for Socrative compared to SRSs, respectively.
In comparison with traditional SRS methods, students felt Socrative helped them to more actively participate in class and facilitated a better environment for asking and receiving answers to classroom questions.
学生应答系统（SRSs）或“课堂反馈器”是授课教师可在理论讲座中采用的常用工具。Socrative是一款便捷的免费SRS应用程序，可下载到个人手持设备上供教师和学生使用。目前尚不清楚学生是否更喜欢使用该应用程序，以及使用Socrative会有哪些优缺点。
衡量学生对标准SRS方法与Socrative的偏好，以及在临床药学教学过程中使用Socrative对学生参与度的影响。
在传染病模块中，向学生讲授了包含标准SRS和Socrative的讲座。学期末，学生接受了一项调查，以确定对每种应用程序的偏好这一主要终点指标。该调查采用1-5的李克特量表，1表示强烈不同意，5表示强烈同意。次要终点指标包括评估提问数量、参与度和课堂时间利用情况。
共完成114份调查问卷，6份因存在差异或报告偏差而被排除。与标准SRS相比，Socrative在促进课堂主动学习方面的平均得分更高（4.48对3.99，p<0.0001），学生报告的课堂主动参与度也更高（4.45对3.60，p<0.0001）。
与传统SRS方法相比，学生认为Socrative有助于他们更积极地参与课堂，并营造了一个更好的环境来提问和获得课堂问题的答案。
