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Related Concept Videos

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Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which...
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Blinding is a commonly used method of not telling participants which treatment a subject is receiving. Blinding is a critical part of a randomized control trial or RCT. It reduces the bias that affects the results. In an RCT, blinding is used in the form of a placebo. A placebo effect occurs when untreated subjects falsely believe they have received the treatment and report improved symptoms. A placebo or a dummy treatment is administered to subjects to negate the bias caused by such an effect.
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Enhancing continuing education activities using audience response systems: a single-blind controlled trial.

Luke E Grzeskowiak, Alicia E Thomas, Josephine To

    The Journal of Continuing Education in the Health Professions
    |March 25, 2015
    PubMed
    Summary

    Audience response systems (ARS) in continuing education (CE) did not improve pharmacist knowledge acquisition. However, ARS enhanced interactivity and self-reflection, with participants desiring their continued use in future CE activities.

    Keywords:
    Maintenance of Certificationaudience response systemclickerscontinuing educationinteractive learningprofession-pharmacisttheory learningworkplace learning

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    Area of Science:

    • Medical Education
    • Pharmacist Training
    • Continuing Professional Development

    Background:

    • Continuing education (CE) is crucial for healthcare professionals.
    • Audience response systems (ARS) are interactive tools increasingly used in educational settings.
    • The impact of ARS on knowledge acquisition in CE for pharmacists remains to be fully elucidated.

    Purpose of the Study:

    • To investigate if using an audience response system (ARS) in continuing education (CE) enhances pharmacist knowledge acquisition.
    • To evaluate the effect of ARS on learner reactions and self-reflection in CE activities.
    • To assess the long-term impact of ARS on knowledge retention among pharmacists.

    Main Methods:

    • A multicenter, single-blinded, controlled trial was conducted with pharmacists at two teaching hospitals.
    • Participants were randomized to either an interactive presentation with ARS-based multiple-choice questions (MCQs) or a non-interactive presentation.
    • Knowledge acquisition was assessed using a 10-item questionnaire at baseline, immediately post-intervention, and 6 weeks later. Learner reactions were gathered via feedback questionnaires.

    Main Results:

    • No significant differences were found in immediate or long-term knowledge acquisition between the ARS and non-interactive groups.
    • Baseline knowledge levels were similar across both intervention and control groups.
    • Participants in the ARS group reported overwhelmingly positive feedback, particularly regarding enhanced interactivity and peer knowledge comparison (p < .001).

    Conclusions:

    • Audience response systems (ARS) did not demonstrate a benefit in improving immediate or long-term knowledge acquisition for pharmacists in CE.
    • ARS use was associated with increased interactivity and participant self-reflection on their knowledge levels.
    • Pharmacists expressed a strong preference for the continued use of ARS in future CE activities, highlighting their value in engagement.