GMS Zeitschrift fur medizinische Ausbildung · 2013
Use of elaborate feedback and an audience-response-system in dental education.
Сравнительное исследованиеСтатьяРандомизированное исследованиеПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Rahman Alexander, Jacker-Guhr Silke, Staufenbiel Ingmar, Meyer Karen, Zupanic Michaela, Hahnemann Merle, Lührs Anne-Katrin, Eberhard Jörg
Аннотация
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.
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.