1
|
Parikh N, Hansen-Kiss E, Fakhouri W, Holland JN, Henson H, Halpin R. Addition of an audience response system in a biomedical science course improves learning environment and student performance. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2024. [PMID: 39180416 DOI: 10.1002/bmb.21859] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2023] [Revised: 07/27/2024] [Accepted: 08/13/2024] [Indexed: 08/26/2024]
Abstract
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.
Collapse
Affiliation(s)
- Neha Parikh
- Department of Diagnostic and Biomedical Sciences, The University of Texas Health Science Center at Houston, School of Dentistry, Houston, Texas, USA
| | - Emily Hansen-Kiss
- Department of Diagnostic and Biomedical Sciences, The University of Texas Health Science Center at Houston, School of Dentistry, Houston, Texas, USA
| | - Walid Fakhouri
- Department of Diagnostic and Biomedical Sciences, The University of Texas Health Science Center at Houston, School of Dentistry, Houston, Texas, USA
| | - Julian N Holland
- Office of Research, The University of Texas Health Science Center at Houston, School of Dentistry, Houston, Texas, USA
| | - Harold Henson
- Department of Periodontics and Dental Hygiene, The University of Texas Health Science Center at Houston, School of Dentistry, Houston, Texas, USA
| | - Richard Halpin
- Technology Services and Informatics, The University of Texas Health Science Center at Houston, School of Dentistry, Houston, Texas, USA
| |
Collapse
|
2
|
Cabral VK, Cionek OAGD, Loureiro MM, Simbine REB, Silva DR. Audience response system smartphone application as an adjunct to tuberculosis teaching for medical students during the coronavirus disease 2019 pandemic. REVISTA DA ASSOCIACAO MEDICA BRASILEIRA (1992) 2023; 70:e20231132. [PMID: 38126453 PMCID: PMC10729663 DOI: 10.1590/1806-9282.20231132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Accepted: 08/27/2023] [Indexed: 12/23/2023]
Abstract
OBJECTIVE The growing availability of devices for mobile learning has created new opportunities for teaching. With the development of smartphone apps based on audience response systems, there is a possibility to quickly assess student knowledge. The education of health professionals, including medical students, is an essential strategy for tuberculosis control. In the context of the coronavirus disease 2019 pandemic, audience response systems are very useful as online assessment tools. The aim of this study was to use the audience response systems Socrative to assess medical students during a class on tuberculosis. METHODS This is a quasi-experimental before-and-after study, with pre- and post-tests carried out through the Socrative app, respectively, before and after a lecture on tuberculosis for medical students. Also, a cross-sectional study was carried out after the course to evaluate the participant's satisfaction through an electronic, structured questionnaire with a Likert-type scale. RESULTS A total of 126 students were included in the study. The overall mean pre- and post-test scores were 5.98±1.59 and 8.37±1.36, respectively, with a statistically significant difference (p<0.0001). Almost all students were totally satisfied with the use of Socrative on pre- and post-tests. CONCLUSION This study describes how the use of Socrative in a tuberculosis class was well received by students. In addition, the baseline knowledge on tuberculosis was low in some topics, with some improvement after the lecture. These findings emphasize the need to further improve the students' knowledge on tuberculosis and help instructors customize the lecture based on the gaps identified in the Socrative assessment.
Collapse
Affiliation(s)
- Vagner Kunz Cabral
- Universidade Federal do Rio Grande do Sul, Postgraduate Program in Pneumological Sciences – Porto Alegre (RS), Brazil
| | | | | | - Rosa Elisa Bernardo Simbine
- Universidade Federal do Rio Grande do Sul, Postgraduate Program in Pneumological Sciences – Porto Alegre (RS), Brazil
- Ministry of Health – Maputo, Mozambique
| | - Denise Rossato Silva
- Universidade Federal do Rio Grande do Sul, Postgraduate Program in Pneumological Sciences – Porto Alegre (RS), Brazil
- Universidade Federal do Rio Grande do Sul, Faculty of Medicine – Porto Alegre (RS), Brazil
| |
Collapse
|
3
|
Young A, Skudutyte-Rysstad R, Torgersen G, Giertsen E. Teaching Radiographic Caries Detection and Treatment Planning: A Seminar Using an Audience Response System. Caries Res 2022; 56:226-233. [PMID: 35858539 PMCID: PMC9808714 DOI: 10.1159/000526109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Accepted: 06/18/2022] [Indexed: 01/07/2023] Open
Abstract
This study presents a seminar model for teaching radiographic caries detection and treatment planning at the Faculty of Dentistry, University of Oslo. The seminar is based partly on an audience response system (ARS) and uses patient cases to focus on caries risk assessment and treatment planning. This paper describes the seminar design, implementation, learning outcomes, and observational study of variability in caries registrations and students' attitudes to use of ARS. Dental and dental hygiene students participate in two seminar modules. Module 1 aims to develop and increase individual student skills in radiographic caries lesion detection, scoring, and differential diagnosis. Students perform trial registrations on bitewings using an ARS with anonymous live polling, and scorings are discussed in plenum. Students then perform individual registrations on 12 bitewing pairs. Using digital scoring, students detect and grade caries lesions on all approximal and occlusal tooth surfaces. After the session, students use the ARS to repeat scorings on selected tooth surfaces, and results are again discussed in plenum. Module 2 involves group exercises on 4 patient cases that are later presented with plenary discussions. In total, 1,624 caries registrations performed by 150 students attending the seminar between 2016 and 2018 were assessed for variability between students. As expected, variations in caries registrations were observed between students, mostly related to restored surfaces or tooth surfaces that were otherwise difficult to register. In 2022, 63 dental and dental hygiene students attending the seminar answered a questionnaire about use of ARS. The responses were scored using a five-point Likert scale. Overall, no significant difference in satisfaction with the ARS-based module was observed between dental and dental hygiene students (χ2 test, p > 0.05). The majority of the students were positive toward the use of ARS (94%), but some disagreed on the role of ARS in usefulness for understanding the seminar content (3.2%), and in increasing their confidence in radiographic registration of caries (3.2%). The ARS-based module provides a positive learning environment that ensures student anonymity, interactivity, and engagement, and combined with the other seminar module gives students basic skills in caries detection and treatment planning.
Collapse
Affiliation(s)
- Alix Young
- Department of Cariology and Gerodontology, Faculty of Dentistry, University of Oslo, Oslo, Norway,*Alix Young,
| | - Rasa Skudutyte-Rysstad
- Department of Cariology and Gerodontology, Faculty of Dentistry, University of Oslo, Oslo, Norway,Oral Health Centre of Expertise in Eastern Norway, Oslo, Norway
| | - Gerald Torgersen
- Department of Maxillofacial Radiology, Faculty of Dentistry, University of Oslo, Oslo, Norway
| | - Elin Giertsen
- Department of Cariology and Gerodontology, Faculty of Dentistry, University of Oslo, Oslo, Norway
| |
Collapse
|
4
|
Anamali S, Pendleton C, Jin Xie X, Smith A, Jain A. Training in radiographic caries detection and staging using an interactive tool. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:728-732. [PMID: 34939265 DOI: 10.1111/eje.12754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 12/14/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The objective of the study was to compare a dental student's practical ability to detect and stage radiographic caries per International Caries Detection and Assessment System (ICDAS), following a traditional lecture and a lecture containing an interactive session using an audience response system (ARS). Associations between the order of instructions and student performance were also evaluated. MATERIALS AND METHODS Eighty-three dental students were randomly assigned to groups A and B. On the first day, group A received a traditional lecture and group B received content using the ARS. All students then took an electronic quiz (T1) identifying and staging caries on radiographs per ICDAS. For the second day, group A received the content using the ARS system and group B received a traditional lecture. All students subsequently took a second electronic quiz (T2). Two survey questions about the learning experience were also included. RESULTS Wilcoxon rank-sum analysis of scores from consenting students (81) showed no difference between the quiz 1 scores of two groups (p=.61). Whilst not statistically significant (p = .07), the group that had the ARS initially scored marginally higher on quiz 2. Survey results showed that most participants preferred either the ARS alone (49.38%) or a combination of the ARS and a traditional lecture (40.74%). A majority of them (80%) found the ARS helpful. CONCLUSION When training students in practical skills of detection and staging radiographic presence of dental caries per ICDAS, hands-on learning tools, such as an ARS, complement traditional lectures.
Collapse
Affiliation(s)
- Sindhura Anamali
- Department of Oral Pathology, Radiology and Medicine, University of Iowa, Iowa City, USA
| | - Chandler Pendleton
- Department of Biostatistics and Computational Biology, University of Iowa, Iowa City, USA
| | - Xian Jin Xie
- Department of Biostatistics and Computational Biology, University of Iowa, Iowa City, USA
| | - Anna Smith
- Office of Teaching, Learning & Technology, Research & Analytics, University of Iowa, Iowa City, USA
| | - Aditi Jain
- Department of Operative Dentistry, University of Iowa, Iowa City, USA
| |
Collapse
|
5
|
Arqub SA, Waleed M, Al-Abedalla K, Iverson MG, Uribe F. Insight on the influence of technology-enhanced learning in orthodontics' education: A systematic review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 36250284 DOI: 10.1111/eje.12861] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 09/06/2022] [Accepted: 09/22/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Technology-enhanced learning (TEL) provides a pliable and current way to present orthodontic curriculum material to students. This review aimed to assess the effectiveness of TEL compared with traditional learning methods in the field of orthodontics. MATERIALS AND METHODS The search comprised randomised controlled trials (RCTs) related to orthodontics' interactive learning from the following databases: PubMed, Scopus, CENTRAL, Psyclnfo, ERIC, Web of Science, Dissertations and Theses Global. Two authors performed the screening, data extraction and assessed risk of bias using the Cochrane tool (Rob 2) blindly and in duplicate. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes. RESULTS A total of 3131 records were identified of which 11 RCT were included. On level 1 (Reaction), students had a positive attitude towards TEL. On level 2 (Learning), included studies did not report any significant knowledge improvement when TEL was compared with traditional learning strategies. One study assessed level 3 (Behaviour), where students felt that flipped classroom learning created feelings of greater confidence. On level 4 (Results), most studies suggested that TEL tools are as equally effective in imparting information as traditional tools and recommended that both methods should be considered in teaching students. CONCLUSION Technology-enhanced learning techniques might have the potential to enhance educational outcomes in orthodontic education and students seem to enjoy the implementation of technology in the learning process. These educational tools should be used as an adjunct to the traditional didactic classroom, and not as a replacement, due to the challenges encountered with their application.
Collapse
Affiliation(s)
- Sarah Abu Arqub
- Department of Orthodontics, University of Florida, Gainesville, Florida, USA
| | - Mahdi Waleed
- Department of Oral Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan, Amman, Jordan, USA
| | - Khadijeh Al-Abedalla
- Department of Oral Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan, Amman, Jordan, USA
| | - Marissa G Iverson
- L.M. Stowe Library, University of Connecticut Health, Farmington, Connecticut, USA
| | - Flavio Uribe
- Division of Orthodontics, Department of Craniofacial Sciences, University of Connecticut Health, Farmington, Connecticut, USA
| |
Collapse
|
6
|
Alharbi F, Alwadei SH, Alwadei A, Asiri S, Alwadei F, Alqerban A, Almuzian M. Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study. BMC MEDICAL EDUCATION 2022; 22:488. [PMID: 35739594 PMCID: PMC9219382 DOI: 10.1186/s12909-022-03557-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Properly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies. OBJECTIVE To investigate dental students' learning performance and perception of a virtual flipped learning format compared to a virtual traditional learning method. METHODS A crossover pilot study was conducted at the College of Dentistry, Princes Sattam Bin Abdulaziz University, Saudi Arabia. Computer-generated randomization, blinded from researchers who analyzed the results, was performed to allocate 32 participants (aged 23.27 ± 0.86 years) to one of two groups. Participants in the control group were taught through the virtual traditional learning method (VTL) using live video lectures. In contrast, participants in the intervention group were taught through the virtual flipped learning method (VFL) using recorded online lectures and post-lecture virtual discussions. Learning gain and preference were measured by pre- and post-test average score differences and a modified validated survey, respectively. RESULTS There was no significant difference in learning performance between VFL and VTL groups (P > 0.05). However, students preferred VFL over VTL and the differences were significant among all survey items, except for the opportunity to ask questions. CONCLUSION Health professions educators are encouraged to carefully design online curricula with efficient learning strategies that help students improve learning performance and foster self-directed learning skills while valuing active learning in an online environment. TRIAL REGISTRATION NCT04692142 , 31/12/2020.
Collapse
Affiliation(s)
- Fahad Alharbi
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia.
| | - Saleh H Alwadei
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Abdurahman Alwadei
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Saeed Asiri
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Farhan Alwadei
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Ali Alqerban
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | | |
Collapse
|
7
|
Turkistani KA. The use of innovative cost-saving audience response system in orthodontic case-based learning: A potential approach in distance learning. J Orthod Sci 2021; 10:4. [PMID: 34084760 PMCID: PMC8102936 DOI: 10.4103/jos.jos_44_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 08/03/2020] [Accepted: 08/06/2020] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVE: To provide a cost-saving innovative audience response system (ARS) that permits typing texts and compare its efficiency to the paper-based method in case-based learning (CBL). MATERIALS AND METHODS: Orthodontic clinical cases were presented to 149 undergraduate dental students for discussion among teammates. Responses were collected using ARS-based and paper-based. ARS was constructed from an online survey platform (Google forms) then QR code was created for easy and fast access. Students used their cellphones to scan code, view questions, discuss, type, and submit answers within 10 minutes. Feedbacks were collected using a feedback survey. Outcome measures included the number of words, spelling mistakes, time required by the instructor to read submissions, and activity time compliance. RESULTS: The average number of words submitted by females in ARS-based 47 ± 8 was significantly higher than 35 ± 16 paper-based, and male ARS-based 36 ± 18 (P < 0.05). ARS-based submissions required significantly less time to read compared to paper-based among whole group, females, males (P < 0.001, P < 0.05, P < 0.001), respectively. Spelling mistakes were lower 1 ± 1 in ARS-based compared to paper-based 2 ± 2. The ARS-based first submission was (-4.28) minutes before the deadline, while paper-based last submission was (+2.19) minutes after (P < 0.05). ARS-based submissions were 12.5 seconds faster to read than paper-based (P < 0.001). Out of 56.4% of respondents, 63.1% preferred using ARS-based and 80% agreed that it provided immediate feedback, with high overall satisfaction. CONCLUSIONS: This innovated ARS was found to facilitate CBL. It is superior in time and cost-saving to paper-based and other ARSs. It could be useful in distance learning especially during the COVID-19 pandemic.
Collapse
Affiliation(s)
- Khadijah A Turkistani
- Department of Orthodontics, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
| |
Collapse
|
8
|
Alharbi F, Alazmi KF, El Momani BR, Al-Muzian L, Wertheimer M, Almukhtar A, Almuzian M. Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial. BMC MEDICAL EDUCATION 2020; 20:435. [PMID: 33198761 PMCID: PMC7668011 DOI: 10.1186/s12909-020-02363-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Accepted: 11/06/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The advent of electronic teaching facilities improves tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive pedagogy tool to enhance the retention of orthodontic information by dental students; and to explore the students' perception of PB-ARS. METHODS This cross-over clustered randomised control trial included 34 males who were in the final year of their undergraduate dental training. Participants were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures (L 1 and L2) a week apart. During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants, (PB-ARS group) while G2's participants acted as a control group (CG), and were taught using a traditional presentation. In the second week (L2), the interventions were crossed-over. Participants from both groups completed pre- and post-lecture multiple-choice questionnaires (MCQ) to assess their short-term retention of information. Their performance in the final MCQ exam (10 weeks following L2) was tracked to assess the long-term retention of the information. Participants also completed post-lecture questionnaires to evaluate their perceptions. RESULTS Twenty-nine and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in the PB-ARS group showed an improvement in their immediate post-lecture scores compared with 79.3% for the CG, it was statistically insignificant (p = 0.465). Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge (p = 0.560). There was a mildly but favourable attitude of students towards the use of PB-ARS. However, the difference in the overall level of satisfaction between both groups was statistically insignificant (p = 0.183). CONCLUSION PB-ARS has a minimal and insignificant effect on the short- and long-term retention of orthodontic knowledge by male undergraduate dental students. PB-ARS was the preferred adjunct tool to conventional classroom teaching. Due to the limitations of this trial, a long-term randomised controlled trial with a larger sample size is recommended.
Collapse
Affiliation(s)
- Fahad Alharbi
- Department of Preventive Dental Sciences / College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Khulud F Alazmi
- Ministry of Health, Kingdom of Saudi Arabia, Riyadh, Saudi Arabia
| | - Bashar R El Momani
- Queen Alia Military Hospital, Dental Corps-Orthodontics department, Royal Medical Services of Jordan Armed Forces, Amman, Jordan
| | | | | | - Anas Almukhtar
- College of Dentistry, University of Mosul, Mosul, Iraq
- Australia & Honorary Research Fellow, University of Glasgow, Glasgow, Scotland
| | - Mohammed Almuzian
- Orthodontist (Private clinic, UK) and Honorary Research Fellow, Edinburgh Dental Institute, University of Edinburgh, Edinburgh, UK
| |
Collapse
|
9
|
Awan O, Dey C, Salts H, Brian J, Fotos J, Royston E, Braileanu M, Ghobadi E, Powell J, Chung C, Auffermann W. Making Learning Fun: Gaming in Radiology Education. Acad Radiol 2019; 26:1127-1136. [PMID: 31005406 DOI: 10.1016/j.acra.2019.02.020] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2018] [Revised: 02/21/2019] [Accepted: 02/26/2019] [Indexed: 01/01/2023]
Abstract
With continued technologic advances, it is not surprising that gaming techniques are increasingly being used in radiology residency programs. This comprehensive review on gaming in radiology education offers insight into the importance of gaming, types of games and principles utilized in gaming, as well as applications that are inherent in artificial intelligence and continued medical education. The advantages and disadvantages of gaming will be considered, as well as barriers to successful adoption of gaming.
Collapse
Affiliation(s)
- Omer Awan
- University of Maryland School of Medicine, 655 W. Baltimore Street, Baltimore, MD, 21201.
| | - Courtney Dey
- Eastern Virginia Medical School, Norfolk, Virginia.
| | - Hayden Salts
- Eastern Virginia Medical School, Norfolk, Virginia.
| | - James Brian
- Penn State Hershey Medical Center, Hershey, Pennsylvania.
| | - Joseph Fotos
- Penn State Hershey Medical Center, Hershey, Pennsylvania.
| | | | | | | | - Jason Powell
- Wake Forest Baptist Health, Winston-Salem, North Carolina.
| | | | | |
Collapse
|
10
|
Awan O, Dako F, Akhter T, Hava S, Shaikh F, Ali S, Chang P. Utilizing Audience Response to Foster Evidence-based Learning in a Pilot Study: Does It Really Work? Cureus 2018; 10:e3799. [PMID: 30868013 PMCID: PMC6402747 DOI: 10.7759/cureus.3799] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Introduction Radiology residency programs are increasingly using audience response systems (ARS) in educational lectures. It is imperative that this is investigated to assess if learning outcomes in trainees are actually improved. Methods The primary objective of this randomized prospective unblinded pilot study was to assess the effect of ARS on long-term learning outcomes, with a secondary objective of understanding perceptions of ARS amongst radiology residents. Twenty-two radiology residents were randomized into two groups of 11 residents each receiving five identical musculoskeletal (MSK) radiology lectures. One group received lectures through ARS and the other through traditional didactics. A pretest and identical posttest were completed by all residents at baseline and eight months later, respectively. Residents also completed a pre and post five-question Likert scale survey designed to measure perceptions of ARS. Results Wilcoxon rank sum tests revealed no statistically significant difference between the two groups of residents on the pretest (p = 0.47) or the posttest (p = 0.41). Of the five questions designed to gauge perceptions of ARS, “How often do you study radiology outside of work?” resulted in statistical significance between groups after the lecture series via ordinal logistic regression, with the ARS group six times more likely to study compared to the non-ARS group (Odds ratio = 6.52, P = 0.04, 95% Confidence Interval [1.1, 38.2]). There was no statistical difference in response to this question prior to the lecture series. Discussion Use of ARS was associated with increased likelihood of studying radiology without significant difference in long-term learning outcomes.
Collapse
Affiliation(s)
- Omer Awan
- Radiology, University of Maryland Medical Center, Baltimore, USA
| | - Farouk Dako
- Radiology, Temple University Hospital, Philadelphia, USA
| | - Talal Akhter
- Radiology, Temple University Hospital, Philadelphia, USA
| | - Sana Hava
- Radiology, Temple University Hospital, Philadelphia, USA
| | - Faiq Shaikh
- Radiology, Cellsight Technologies, San Francisco, USA
| | - Sayed Ali
- Radiology, Temple University Hospital, Philadelphia, USA
| | - Paul Chang
- Radiology, University of Chicago Medical Center, Chicago, USA
| |
Collapse
|
11
|
Vines AI, Melvin CL, Hunter JC, Carlisle VA. Project ACCRUE: Exploring Options to Increase Awareness of AIDS Malignancy Consortium Clinical Trials in North Carolina. N C Med J 2018; 78:84-91. [PMID: 28420766 DOI: 10.18043/ncm.78.2.84] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
BACKGROUND Longer lifespans conferred by antiretroviral therapy result in more time exposed to cancer risk for people living with HIV/AIDS (PLWHA). Given limited diversity in AIDS Malignancy Consortium (AMC) clinical trials, there is need for new approaches to educate PLWHA in order to improve awareness and participation in AMC trials.METHODS With input from a community advisory board, Project ACCRUE (AMC Clinical Trials at Carolina Ramp Up Enrollment) conducted a key informant interview with service providers; online organizational surveys of AMC trial awareness and resource needs; and "lunch and learn" educational sessions, including pre- and post-intervention knowledge assessments.RESULTS Providers indicated that transportation, mistrust of the medical community, and affordability were barriers to trial participation, while printed educational materials could facilitate trial recruitment. Providers indicated that their clients had concerns about participating in trials, but also recognized several benefits of participation including access to medical personnel and treatment, receipt of monetary incentives, and a feeling of satisfaction from helping others. In lunch and learn sessions, use of an audience response system to collect questionnaire data improved scores on knowledge-based items [S(55) = 460; P < .0001] compared to a pencil and paper test [S(20) = 12.5; P = .6541].LIMITATIONS Generalizability may have been compromised by the small sample size. Long-term recall was not measured, and the short retest interval may have impacted post-intervention assessments.CONCLUSIONS Service providers recognize the benefits of working with researchers to educate patients about HIV-related cancers and participation in clinical trials. Lunch and learn sessions improved knowledge and perceptions about clinical trials for PLWHA.
Collapse
Affiliation(s)
- Anissa I Vines
- assistant research professor, Department of Epidemiology, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Cathy L Melvin
- associate professor, Department of Public Health Sciences, Medical University of South Carolina, Charleston, South Carolina
| | - Jaimie C Hunter
- postdoctoral research associate, Lineberger Comprehensive Cancer Center, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Veronica A Carlisle
- community health educator, Lineberger Comprehensive Cancer Center, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| |
Collapse
|