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首页> 外文期刊>BMC Medical Education >A comparative study: do “clickers” increase student engagement in multidisciplinary clinical microbiology teaching?
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A comparative study: do “clickers” increase student engagement in multidisciplinary clinical microbiology teaching?

机译：一项比较研究：“点击者”是否会增加学生在多学科临床微生物学教学中的参与度？

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Background Audience response devices, or “clickers”, have been used in the education of future healthcare professionals for several years with varying success. They have been reported to improve the learning experience by promoting engagement and knowledge retention. In 2014, our department evaluated the use of “clickers” in a newly introduced multidisciplinary approach to teaching large groups of third year medical students clinical cases developed around a microbiology theme. Methods Six multidisciplinary teaching sessions covering community-acquired pneumonia, tuberculosis, infective endocarditis, peritonitis, bloodstream infection with pyelonephritis and bacterial meningitis were included in the study. Three involved the use of the “clickers” and three did not. Consenting undergraduate students attended the designated classes and afterwards answered a short online quiz relating to the session. Students also answered a short questionnaire about the “clickers” to gauge their attitudes on the use of these devices. Results Of 310 students, 294 (94.8%) agreed to participate in the study. Interestingly, the grades of online quizzes after a session where a “clicker” was used were slightly lower. Looking only at the grades of students who engaged completely with the process ( n =?19), there was no statistical difference to suggest that the devices had a positive or negative impact on knowledge retention. However, student attitudes to using the devices were positive overall. Fifty-five percent strongly agreed and 27% agreed that teaching sessions where the “clickers” were used were more engaging. Thirty-four percent strongly agreed and 36% agreed that the “clickers” made important concepts more memorable and 54% felt the device enhanced their understanding of the topic being covered. Conclusions Overall, it appears that “clickers” help in improving student engagement in large classroom environments, enhance the learning experience, and are received positively by medical students but their impact on knowledge retention is variable.
机译：背景技术观众响应设备或“点击器”已用于未来医疗保健专业人员的教育已有数年，并取得了不同的成功。据报道，它们通过促进参与和知识保留来改善学习体验。 2014年，我们部门评估了在以微生物学为主题的大三年级医学生临床案例教学的新引入的多学科方法中对“ clickers”的使用。方法研究包括社区获得性肺炎，肺结核，感染性心内膜炎，腹膜炎，肾盂肾炎的血流感染和细菌性脑膜炎的六个多学科教学课程。其中三个涉及“点击器”的使用，三个没有。同意的本科学生参加了指定的课程，然后回答了与该课程有关的简短在线测验。学生们还回答了有关“点击器”的简短调查表，以评估他们对使用这些设备的态度。结果在310名学生中，有294名（94.8％）同意参加该研究。有趣的是，使用“答题器”的会话之后的在线测验成绩略低。仅查看完全参与该过程的学生的年级（n =？19），没有统计学差异表明该设备对知识保留有正面或负面的影响。但是，学生对使用设备的态度总体上是积极的。 55％的人强烈同意，27％的人认为使用“点击器”的教学课程更具吸引力。 34％的人强烈同意，而36％的人同意“点击器”使重要概念更令人难忘，而54％的人认为该设备增强了他们对所涵盖主题的理解。结论总的来说，“点击器”似乎有助于改善大型教室环境中的学生参与度，增强学习体验，并受到医学生的积极欢迎，但它们对知识保留的影响是可变的。

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