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Summary

Student response systems (SRS), or clickers, significantly improve physician assistant (PA) students' metacognition and learning compared to low-technology response systems (LTRS). Clickers enhance self-monitoring and understanding during lectures.

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Area of Science:

  • Educational Psychology
  • Medical Education
  • Social Cognitive Theory

Background:

  • Educators utilize social cognitive theory and triadic reciprocal causation to influence learning.
  • Engaging learners' metacognition through response elicitation can enhance educational outcomes.

Purpose of the Study:

  • To examine metacognition in physician assistant (PA) students based on their experience with student response systems (SRS) versus low-technology response systems (LTRS).
  • To compare the effectiveness of electronic clickers (SRS) against a sign-based system (LTRS) in an educational setting.

Main Methods:

  • Administered scales measuring metacognition to 54 first-year PA students after exposure to SRS and LTRS.
  • Utilized statistical tests to compare significance and effect size for each survey item.

Main Results:

  • Student response systems (SRS) demonstrated enhanced learning experiences compared to low-technology response systems (LTRS).
  • Self-reported data indicated significant improvements in self-monitoring, note-taking, and lecture comprehension with SRS.
  • While peer comparison was not significant overall, students compared themselves more with LTRS than SRS.

Conclusions:

  • Electronic student response systems (SRS) are supported as a valuable tool for polling PA students.
  • Implementing SRS can effectively enhance the learning experience and metacognitive engagement in medical education.