Using audience response technology for pretest reviews in an undergraduate nursing course

• Published in: The Journal of nursing education Vol. 45; no. 11; pp. 469 - 473
• Main Authors: Stein, Pamela S, Challman, Sandra D, Brueckner, Jennifer K
• Format: Journal Article
• Language: English
• Published: United States SLACK INCORPORATED 01.11.2006
• Subjects: Anatomy; Anatomy & physiology; Class Size; Classroom Communication; College students; Computer-Assisted Instruction - methods; Education; Education, Nursing, Baccalaureate - methods; Educational Facilities Improvement; Educational Measurement - methods; Educational technology; Feedback (Response); Formative Evaluation; Games; Humans; Knowledge of Results (Psychology); Learner Engagement; Learning Processes; Lecture Method; Likert scale; Likert Scales; Medical Education; Models, Educational; Nursing; Nursing education; Nursing Students; Pharmaceutical Education; Physiology; Pilot Projects; Student Evaluation; Student Satisfaction; Students, Nursing; Teaching - methods; United States > US
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20061101-08

Implementing strategies to promote classroom interaction has been shown to enhance learning. In this study, we used an audience response system (ARS), an emerging technology, to actively engage students in examination reviews in an undergraduate nursing anatomy and physiology course. The reviews, set up as a pre-test of 25 questions in a format similar to that of the game Jeopardy!, were used before six of the eight examinations. Average scores of the class on examinations preceded by the interactive ARS review were compared with those on examinations preceded by the more traditional, lecture-style review; no significant improvement due to ARS use was found. However, results from a student satisfaction survey about ARS use demonstrated positive attitudes and perceived benefit from this interactive technology.