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Use of remote response devices: an effective interactive method in the long- term learning
Maite Millor1, Jon Etxano, Pedro Slon
1Department of Radiology, Clínica Universidad de Navarra, Av. Pio XII, 36, 31008, Pamplona, Navarra, Spain, mmillor@unav.es.
European Radiology
|November 14, 2014
Summary
Personal response systems (PRS), also known as clickers, significantly enhance medical students' learning and retention of radiology concepts. This interactive teaching method proved more effective than traditional passive education.
Area of Science:
- Medical Education
- Radiology
- Educational Technology
Background:
- Traditional lecture-based methods may not optimize knowledge retention in medical students.
- Interactive learning tools can potentially improve engagement and comprehension.
Purpose of the Study:
- To assess the impact of personal response systems (PRS) on learning and retention of radiology concepts among medical students.
- To compare the effectiveness of PRS-based interactive teaching versus traditional methods.
Main Methods:
- 175 medical students participated in 17 thoracic radiology lectures.
- Content was delivered through both traditional lectures and interactive PowerPoint slides using PRS.
- Student knowledge was assessed three months post-lecture using comparative questions.
Main Results:
- Significantly higher correct answer rates were observed for topics taught with PRS (63.6%) compared to passive methods (53.2%).
- Interactive teaching resulted in significantly lower percentages of wrong (23.4%) and unanswered (13%) questions.
Conclusions:
- Interactive learning using PRS is an effective strategy for teaching radiology.
- PRS improves both the immediate learning and long-term retention of radiological knowledge in medical students.
