Use of elaborate feedback and an audience-response-system in dental education.

GMS Zeitschrift fur Medizinische Ausbildung Pub Date : 2013-08-15 eCollection Date: 2013-01-01 DOI:10.3205/zma000878

Alexander Rahman, Silke Jacker-Guhr, Ingmar Staufenbiel, Karen Meyer, Michaela Zupanic, Merle Hahnemann, Anne-Katrin Lührs, Jörg Eberhard

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引用次数: 5

Abstract

Introduction: The aim of the study was to examine the effect of an elaborate feedback and an audience response system (ARS) on learning success.

Methods: Students of the 1st clinical semester were randomly assigned to a study and a control group. The randomization was carried out considering the factors of age, gender and power spectrum during preliminary dental examination. Within 10 lectures 5 multiple-choice questions were asked about the learning objectives and answered by the students using an ARS. Only the study group received an immediate comprehensive feedback on the results. A final exam at the end was carried out in order to evaluate whether the elaborate feedback leads to a successful learning. Furthermore the effect of the ARS on the lecture atmosphere was investigated.

Result: The results of the final exams showed no significant difference between the study and the control group regarding the learning success.

Conclusion: Although no significant effect on learning success was found, the ARS creates a more interactive, positive learning environment.

Abstract Image

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在牙科教育中使用详尽的反馈和听众反应系统。

前言:本研究的目的是考察精心设计的反馈和受众反应系统(ARS)对学习成功的影响。方法:将临床第一学期的学生随机分为研究组和对照组。考虑年龄、性别、初检功率谱等因素进行随机化。在10节课中，学生们用ARS回答了关于学习目标的5道选择题。只有研究小组收到了对结果的即时全面反馈。最后进行了一次期末考试，以评估精心设计的反馈是否会导致学习成功。此外，还研究了ARS对课堂气氛的影响。结果:在期末考试成绩上，实验组与对照组在学习成绩上无显著差异。结论:虽然没有发现对学习成功的显著影响，但ARS创造了一个更具互动性、积极的学习环境。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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GMS Zeitschrift fur Medizinische Ausbildung

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审稿时长

25 weeks