Neha Parikh, Emily Hansen-Kiss, Walid Fakhouri, Julian N Holland, Harold Henson, Richard Halpin
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Student survey results with 78% (82/105) response rate, indicated that incorporating ARS improved student engagement, reinforced lecture material, and prepared them better for exams (p < 0.0001). Sixty seven percent of student respondents recommended continued integration of ARS questions in lectures (p < 0.0001). Although faculty survey data (n = 5, 100% response rate) were not statistically significant, the majority of faculty agreed that real-time feedback through ARS allowed them to appropriately pace lecture delivery and restructure forthcoming material. The average exam scores and grade distribution for challenging sections showed modest improvement after incorporation of ARS (p < 0.05). There was no significant correlation between final course grades and ARS grades for participation or correctness. 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引用次数: 0
摘要
在美国一所大型牙科学校的一门生物医学说教课程中,评估了观众反应系统(ARS)在改善学习环境和提高学生成绩方面的效果。对教师和学生在多学科生物医学课程中使用基于 Top Hat 的 ARS 的经验进行了调查。在使用 ARS 之前和之后,对免疫学和发育生物学等具有挑战性的章节的平均考试分数和成绩分布进行了比较。采用皮尔逊卡方检验、似然比检验、学生 t 检验和使用贝塔回归模型的费雪精确检验来评估统计显著性(P<0.05)。
Addition of an audience response system in a biomedical science course improves learning environment and student performance.
The effectiveness of incorporating an audience response system (ARS) in improving the learning environment and student performance was assessed in a didactic biomedical science course at a large US dental school. Instructors and students were surveyed for their experiences of using Top Hat-based ARS in a multi-disciplinary biomedical science course. Average exam scores and grade distribution for challenging sections on immunology and developmental biology were compared before and after incorporating ARS. Pearson's chi-squared test, likelihood ratio test, Student's t-test and Fisher's exact test using beta regression model were used to assess statistical significance (p < 0.05). Student survey results with 78% (82/105) response rate, indicated that incorporating ARS improved student engagement, reinforced lecture material, and prepared them better for exams (p < 0.0001). Sixty seven percent of student respondents recommended continued integration of ARS questions in lectures (p < 0.0001). Although faculty survey data (n = 5, 100% response rate) were not statistically significant, the majority of faculty agreed that real-time feedback through ARS allowed them to appropriately pace lecture delivery and restructure forthcoming material. The average exam scores and grade distribution for challenging sections showed modest improvement after incorporation of ARS (p < 0.05). There was no significant correlation between final course grades and ARS grades for participation or correctness. Incorporating the ARS in a multi-disciplinary biomedical science course is perceived by faculty and students as an effective instructional approach that improves the learning environment, teaching strategies, and student performance.
期刊介绍:
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