Baashar Ahmaed, Kumar Raju Suresh, Akhtar S M Irshad, Alyousif Sarah M, Alhassan Abdulaziz I, Townsi Nada
Department of Basic Science, College of Sciences and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia.
King Abdullah International Medical Research Center, Jeddah, Saudi Arabia.
Adv Med Educ Pract. 2023 Apr 25;14:421-432. doi: 10.2147/AMEP.S397621. eCollection 2023.
Instructional methods that offer students' opportunity for engagement are essential to develop an active learning environment. This paper aims (1) to assess whether the use of an Audience Response System (ARS) during anatomy and physiology lectures improves students' engagement, knowledge retention and academic achievement and (2) to evaluate the feasibility of introducing ARS as a formative tool from both instructors' and students' perspectives.
This quasi-experimental study was conducted across ten lectures for the second-year Pre-Applied Medical Science (PAMS) and Pre-Medical (PMED) students at the College of Sciences and Health Professions, King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Jeddah, Saudi Arabia. The ARS was integrated into five lectures, whereas the remaining were conducted without ARS. A comparison of the immediate post-lecture and prior laboratory session quiz scores between the lectures with and without ARS was performed using an independent sample -test. An online survey was completed by the students as well as informal feedback was taken from the instructors to assess ARS usefulness.
A total of 65 PMAS and 126 PMED students participated in the study. Students achieved significantly better scores for ARS lectures than non-ARS lectures: PAMS ( 0.038) and PMED ( 0.018). Students and instructors agreed that ARS was easy to use, allowing students to engage and actively participate in the teaching process by responding to questions and receiving instant and anonymous feedback about their learning progress.
Employing suitable interactive teaching methods facilitates students' learning and improves their retention of knowledge. Students and instructors positively view the ARS strategy as a means to promote learning in a traditional lecture setting. Increased practice on how to integrate its use into classrooms could lead to further utilization.
为学生提供参与机会的教学方法对于营造积极的学习环境至关重要。本文旨在：（1）评估在解剖学和生理学讲座中使用观众反应系统（ARS）是否能提高学生的参与度、知识保留率和学业成绩；（2）从教师和学生的角度评估引入ARS作为一种形成性工具的可行性。
本准实验研究在沙特阿拉伯吉达国王沙特·本·阿卜杜勒阿齐兹卫生科学大学（KSAU-HS）科学与健康职业学院针对二年级医学预科应用科学（PAMS）和医学预科（PMED）学生的十场讲座中进行。ARS被整合到五场讲座中，其余讲座未使用ARS。使用独立样本t检验对使用ARS和未使用ARS的讲座后的即时测验成绩与之前实验课的测验成绩进行比较。学生完成了一项在线调查，并从教师那里获取了非正式反馈，以评估ARS的有用性。
共有65名PAMS学生和126名PMED学生参与了该研究。学生在使用ARS的讲座中取得的成绩显著优于未使用ARS的讲座：PAMS（P = 0.038）和PMED（P = 0.018）。学生和教师一致认为ARS易于使用，使学生能够通过回答问题并获得关于其学习进度的即时和匿名反馈来参与并积极投入教学过程。
采用合适的互动教学方法有助于学生学习并提高他们的知识保留率。学生和教师对ARS策略持积极态度，认为它是在传统讲座环境中促进学习的一种手段。增加关于如何将其使用融入课堂的实践可能会导致其进一步应用。
