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


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


CONCLUSIONS
Although no significant effect on learning success was found, the ARS creates a more interactive, positive learning environment.
Medizinische Hochschule Hannover (MHH), Klinik für Zahnerhaltung, Parodontologie und Präventive Zahnheilkunde, Hannover, Deutschland.
Alexander
A
Rahman
Silke
S
Jacker-Guhr
Ingmar
I
Staufenbiel
Karen
K
Meyer
Michaela
M
Zupanic
Merle
M
Hahnemann
Anne-Katrin
AK
Lührs
Jörg
J
Eberhard
D000124:Achievement; D000328:Adult; D001291:Attitude of Health Personnel; D003194:Computer-Assisted Instruction; D004497:Education, Dental; D005246:Feedback; D005260:Female; D005858:Germany; D006801:Humans; D007721:Knowledge of Results, Psychological; D008297:Male; D009042:Motivation
audience-response-system; feedback; learning environment