Use of remote response devices: an effective interactive method in the long- term learning

• Published in: European radiology Vol. 25; no. 3; pp. 894 - 900
• Main Authors: Millor, Maite, Etxano, Jon, Slon, Pedro, García-Barquín, Paula, Villanueva, Alberto, Bastarrika, Gorka, Pueyo, Jesús Ciro
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 01.03.2015; Springer Nature B.V
• Subjects: 20th century; Clinical Competence - standards; Computer Peripherals; Curricula; Diagnostic Radiology; Distance learning; Education; Education, Medical, Undergraduate - methods; Educational Measurement - methods; Humans; Imaging; Interactive learning; Internal Medicine; Interventional Radiology; Medical students; Medicine; Medicine & Public Health; Mobile Applications; Neuroradiology; Online instruction; Personal Satisfaction; Preferences; Prospective Studies; Public speaking; Radiological Education; Radiology; Radiology - education; Radiology - standards; Retention; Spain; Teaching - methods; Ultrasound; Spain; Learning; Premedical education; Radiology; Educational models; Premedical students
• ISSN: 0938-7994; 1432-1084; 1432-1084
• DOI: 10.1007/s00330-014-3468-3

Objectives The aim of this study was to evaluate whether the use of personal response systems (PRS) or clickers improved learning and retention of radiology concepts within a group of medical students. Materials and methods A total of 175 medical students attended 17 thoracic radiology lectures. Half of the information was taught with traditional teaching methods. The other half was performed using multiple-choice Power Point slides with PRS. Three months later, the students were tested using questions about the topics explained with and without PRS. We compared the average numbers of correct answers, wrong answers and unanswered questions between the topics explained with PRS and those without. Results The average number of correct answers was significantly higher in the interactive teaching (PRS) questions than in the passive education questions (63.6 vs. 53.2 %, p  < 0.05). The percentages of wrong and unanswered interactive teaching questions were significantly lower than those in the passive education questions (23.4 vs. 27.4 % p  < 0.005 and 13 vs. 19.5 % p  < 0.005 respectively). Conclusions Interactive learning with the use of remote response devices (PRS) is an effective method in teaching radiology because it improves learning and retention of knowledge. Key Points • Education techniques have greatly evolved in recent years. • There are various methods of teaching the subject of radiology. • Different studies have demonstrated students’ preferences regarding interactivity. • Personal response systems are an effective tool to encourage student participation. • Personal response systems or clickers also improve learning and retention of concepts.