Use of an audience response system (ARS) in a dual-campus classroom environment.
OBJECTIVE
To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning.


METHODS
After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data.


RESULTS
Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity.


CONCLUSIONS
ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use.
Medina
Melissa S
MS
University of Oklahoma College of Pharmacy, Oklahoma City, OK, USA. Melissa-Medina@ouhsc.edu
Medina
Patrick J
PJ
Wanzer
Donald S
DS
Wilson
Jane E
JE
Er
Nelson
N
Britton
Mark L
ML
D003194:Computer-Assisted Instruction / Q000379:methods*; D004512:Education, Pharmacy / Q000379:methods*; D005178:Faculty; D005246:Feedback; D017144:Focus Groups; D006801:Humans; D018794:Problem-Based Learning / Q000379:methods*; D013339:Students, Pharmacy; D014584:User-Computer Interface