Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students.
BACKGROUND
Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups.


OBJECTIVE
A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention.


METHODS
Group A (N = 83) participated in large group case discussions where student participation was voluntary, while for group B (N = 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing.


RESULTS
Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups.


CONCLUSIONS
It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students.
Doucet
Michèle
M
Département de Biomédecine Vétérinaire, Faculté de Médecine Vétérinaire, Université de Montréal, Saint-Hyacinthe, Québec, Canada. michele.doucet@umontreal.ca
Vrins
André
A
Harvey
Denis
D
D000328:Adult; D003258:Consumer Behavior; D004520:Education, Veterinary / Q000379:methods*; D004521:Educational Measurement / Q000379:methods; D005246:Feedback; D005260:Female; D017144:Focus Groups; D006801:Humans; D008297:Male; D009042:Motivation; D010601:Pharmacology, Clinical / Q000193:education*; D018794:Problem-Based Learning / Q000379:methods*; D011446:Prospective Studies; D012153:Retention, Psychology; D055815:Young Adult