| Title |
Tips for using mobile audience response systems in medical education
|
|---|---|
| Published in |
Advances in Medical Education and Practice, December 2016
|
| DOI | 10.2147/amep.s96320 |
| Pubmed ID | |
| Authors |
Michael Gousseau, Connor Sommerfeld, Adrian Gooi |
| Abstract |
With growing evidence on the benefits of active learning, audience response systems (ARSs) have been increasingly used in conferences, business, and education. With the introduction of mobile ARS as an alternative to physical clickers, there are increasing opportunities to use this tool to improve interactivity in medical education. The aim of this study is to provide strategies on using mobile ARS in medical education by discussing steps for implementation and pitfalls to avoid. The tips presented reflect our commentary of the literature and our experiences using mobile ARS in medical education. This article offers specific strategies for the preparation, implementation, and assessment of medical education teaching sessions using mobile ARS. We hope these tips will help instructors use mobile ARS as a tool to improve student interaction, teaching effectiveness, and participant enjoyment in medical education. |
X Demographics
The data shown below were collected from the profiles of 14 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 5 | 36% |
| Saudi Arabia | 1 | 7% |
| United Kingdom | 1 | 7% |
| Unknown | 7 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 8 | 57% |
| Practitioners (doctors, other healthcare professionals) | 4 | 29% |
| Scientists | 2 | 14% |
Mendeley readers
The data shown below were compiled from readership statistics for 46 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 46 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Postgraduate | 5 | 11% |
| Lecturer > Senior Lecturer | 4 | 9% |
| Other | 4 | 9% |
| Student > Ph. D. Student | 4 | 9% |
| Professor > Associate Professor | 4 | 9% |
| Other | 13 | 28% |
| Unknown | 12 | 26% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 14 | 30% |
| Nursing and Health Professions | 3 | 7% |
| Pharmacology, Toxicology and Pharmaceutical Science | 2 | 4% |
| Biochemistry, Genetics and Molecular Biology | 2 | 4% |
| Social Sciences | 2 | 4% |
| Other | 6 | 13% |
| Unknown | 17 | 37% |
Attention Score in Context
This research output has an Altmetric Attention Score of 8. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 24 September 2018.
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#4,607,457
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Outputs from Advances in Medical Education and Practice
#1
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#79,641
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Outputs of similar age from Advances in Medical Education and Practice
#1
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So far Altmetric has tracked 1 research outputs from this source. They typically receive more attention than average, with a mean Attention Score of 8.0. This one scored the same or higher as 0 of them.
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