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Utilizing Audience Response to Foster Evidence-based Learning in a Pilot Study: Does It Really Work?

Omer Awan1, Farouk Dako2, Talal Akhter2

  • 1Radiology, University of Maryland Medical Center, Baltimore, USA.

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Summary
This summary is machine-generated.

Audience response systems (ARS) in radiology education did not significantly improve long-term learning outcomes. However, ARS use was linked to a higher likelihood of residents studying radiology independently.

Keywords:
audience responselearning outcomesradiology education

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Area of Science:

  • Medical Education
  • Radiology Training
  • Educational Technology

Background:

  • Radiology residency programs are increasingly adopting audience response systems (ARS) for educational lectures.
  • The impact of ARS on trainee learning outcomes requires thorough investigation.

Purpose of the Study:

  • To assess the effect of ARS on long-term learning outcomes in radiology residents.
  • To understand radiology residents' perceptions of ARS in educational settings.

Main Methods:

  • A randomized prospective unblinded pilot study involving 22 radiology residents.
  • Residents were divided into two groups: one receiving lectures via ARS, the other via traditional didactics.
  • Pretests and posttests were administered at baseline and eight months later; Likert scale surveys assessed perceptions.

Main Results:

  • No statistically significant difference in long-term learning outcomes (posttest scores) between the ARS and traditional didactic groups.
  • The ARS group showed a statistically significant increase in the likelihood of studying radiology outside of work (Odds ratio = 6.52, P = 0.04).
  • No significant difference in study habits was observed prior to the lecture series.

Conclusions:

  • Audience response systems did not demonstrate a significant impact on long-term learning outcomes in this radiology resident cohort.
  • ARS utilization was associated with an increased self-reported likelihood of independent study among radiology residents.