Fergusson Stuart J, Aka Justine J, Hennessy Catherine M, Wilson Andrew J, Parson Simon H, Harrison Ewen M, Finn Gabrielle M, Gillingwater Thomas H
1 Specialty Registrar in General Surgery, Department of General Surgery, Royal Alexandra Hospital, Paisley, UK.
2 Anatomy Teaching Fellow, Department of Anatomy, School of Medicine, Trinity College Dublin, Republic of Ireland.
Scott Med J. 2018 Feb;63(1):16-21. doi: 10.1177/0036933017741409. Epub 2018 Jun 17.
Background and aims Electronic audience response systems offer the potential to enhance learning and improve performance. However, objective research investigating the use of audience response systems in undergraduate education has so far produced mixed, inconclusive results. We investigated the impact of audience response systems on short- and long-term test performance, as well as student perceptions of the educational experience, when integrated into undergraduate anatomy teaching. Methods and results A cohort of 70 undergraduate medical students was randomly allocated to one of the two groups. Both groups received the same anatomy lecture, but one group experienced the addition of audience response systems. Multiple-choice tests were conducted before, immediately after the lecture and again 10 weeks later. Self-perceived post-lecture subject knowledge, confidence and enjoyment ratings did not differ between groups. Test performance immediately following the lecture improved when compared against baseline and was modestly but significantly superior in the group taught with audience response systems (mean test score of 17.3/20 versus 15.6/20 in the control group, p = 0.01). Tests conducted 10 weeks after the lecture showed no difference between groups (p = 0.61), although overall a small improvement from the baseline test was maintained (p = 0.02). Conclusions Whilst audience response systems offer opportunities to deliver novel education experiences to students, an initial superiority over standard methods does not necessarily translate into longer term gains in student performance when employed in the context of anatomy education.
背景与目的 电子观众反应系统具有提升学习效果和改善表现的潜力。然而，迄今为止，针对本科教育中观众反应系统使用情况的客观研究结果不一，尚无定论。我们研究了将观众反应系统整合到本科解剖学教学中时，其对短期和长期测试成绩以及学生对教育体验的看法的影响。方法与结果 70名本科医学生被随机分为两组。两组都接受相同的解剖学讲座，但其中一组增加了观众反应系统。在讲座前、讲座结束后立即以及10周后分别进行了多项选择题测试。两组之间讲座后自我感知的学科知识、信心和享受程度评分没有差异。与基线相比，讲座后立即进行的测试成绩有所提高，并且在使用观众反应系统授课的组中成绩略高但显著更高（平均测试成绩为17.3/20，而对照组为15.6/20，p = 0.01）。讲座10周后进行的测试显示两组之间没有差异（p = 0.61），尽管总体上与基线测试相比仍保持了小幅提高（p = 0.02）。结论 虽然观众反应系统为向学生提供新颖的教育体验提供了机会，但在解剖学教育背景下使用时，最初相对于标准方法的优势并不一定会转化为学生成绩的长期提高。
