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Use of an Audience Response System to provide individualised feedback to undergraduate medical students

Research output: Contribution to conference - Without ISBN/ISSN Posterpeer-review

Published

Standard

Use of an Audience Response System to provide individualised feedback to undergraduate medical students. / Sawdon, Marina; Curtis, Fiona.

2011. Poster session presented at AMEE International Meeting, Vienna, Austria.

Research output: Contribution to conference - Without ISBN/ISSN Posterpeer-review

Harvard

Sawdon, M & Curtis, F 2011, 'Use of an Audience Response System to provide individualised feedback to undergraduate medical students', AMEE International Meeting, Vienna, Austria, 29/08/11 - 31/08/11.

APA

Sawdon, M., & Curtis, F. (2011). Use of an Audience Response System to provide individualised feedback to undergraduate medical students. Poster session presented at AMEE International Meeting, Vienna, Austria.

Vancouver

Sawdon M, Curtis F. Use of an Audience Response System to provide individualised feedback to undergraduate medical students. 2011. Poster session presented at AMEE International Meeting, Vienna, Austria.

Author

Sawdon, Marina ; Curtis, Fiona. / Use of an Audience Response System to provide individualised feedback to undergraduate medical students. Poster session presented at AMEE International Meeting, Vienna, Austria.

Bibtex

@conference{1eff6b670a094d66803db80b7ea6edd6,
title = "Use of an Audience Response System to provide individualised feedback to undergraduate medical students",
abstract = "Background: Medical students perceive a lack of adequate feedback on their learning, as shown annually in the National Student Survey. We have previously shown that an audience response system (ARS) improves students{\textquoteright} satisfaction with the provision of feedback whilst also improving knowledge retention.However, feedback remains the area with the lowest satisfaction ratings. Previous studies highlighted that feedback is most effective when tailored to theindividual.Summary of work: Students were assigned an ARS keypad at the start of one academic year and were regularly assessed on their understanding duringphysiology lectures by answering questions using the ARS. We provided students with instant feedback, generalised feedback (class responses and feedback on each question) and personalised feedback (individual results were imported into Blackboard). Students were asked to complete an online evaluation form including Likert-scale and free-text questions.Summary of results: Evaluation is underway and we will present the results of this study alongside staff perceptions of this method of feedback. Conclusions: Providing students with individualised formative feedback may highlight areas where they have difficulties, enabling them to guide their self directed study.Take-home messages: Use of an ARS to provide individualised feedback has potential to improve student satisfaction of feedback but also has drawbacks.",
keywords = "audience response systems, feedback, medical education , clickers, electronic voting systems",
author = "Marina Sawdon and Fiona Curtis",
year = "2011",
language = "English",
note = "AMEE International Meeting ; Conference date: 29-08-2011 Through 31-08-2011",

}

RIS

TY - CONF

T1 - Use of an Audience Response System to provide individualised feedback to undergraduate medical students

AU - Sawdon, Marina

AU - Curtis, Fiona

PY - 2011

Y1 - 2011

N2 - Background: Medical students perceive a lack of adequate feedback on their learning, as shown annually in the National Student Survey. We have previously shown that an audience response system (ARS) improves students’ satisfaction with the provision of feedback whilst also improving knowledge retention.However, feedback remains the area with the lowest satisfaction ratings. Previous studies highlighted that feedback is most effective when tailored to theindividual.Summary of work: Students were assigned an ARS keypad at the start of one academic year and were regularly assessed on their understanding duringphysiology lectures by answering questions using the ARS. We provided students with instant feedback, generalised feedback (class responses and feedback on each question) and personalised feedback (individual results were imported into Blackboard). Students were asked to complete an online evaluation form including Likert-scale and free-text questions.Summary of results: Evaluation is underway and we will present the results of this study alongside staff perceptions of this method of feedback. Conclusions: Providing students with individualised formative feedback may highlight areas where they have difficulties, enabling them to guide their self directed study.Take-home messages: Use of an ARS to provide individualised feedback has potential to improve student satisfaction of feedback but also has drawbacks.

AB - Background: Medical students perceive a lack of adequate feedback on their learning, as shown annually in the National Student Survey. We have previously shown that an audience response system (ARS) improves students’ satisfaction with the provision of feedback whilst also improving knowledge retention.However, feedback remains the area with the lowest satisfaction ratings. Previous studies highlighted that feedback is most effective when tailored to theindividual.Summary of work: Students were assigned an ARS keypad at the start of one academic year and were regularly assessed on their understanding duringphysiology lectures by answering questions using the ARS. We provided students with instant feedback, generalised feedback (class responses and feedback on each question) and personalised feedback (individual results were imported into Blackboard). Students were asked to complete an online evaluation form including Likert-scale and free-text questions.Summary of results: Evaluation is underway and we will present the results of this study alongside staff perceptions of this method of feedback. Conclusions: Providing students with individualised formative feedback may highlight areas where they have difficulties, enabling them to guide their self directed study.Take-home messages: Use of an ARS to provide individualised feedback has potential to improve student satisfaction of feedback but also has drawbacks.

KW - audience response systems

KW - feedback

KW - medical education

KW - clickers

KW - electronic voting systems

M3 - Poster

T2 - AMEE International Meeting

Y2 - 29 August 2011 through 31 August 2011

ER -