gms | German Medical Science

Purpose: We have previously described the implementation of team-based learning (TBL) in an intensive course format at the Medical University of Vienna [1]. The present, prospectively designed study, examines students´ attitudes on how the application of an Audience Response System (ARS, TED, “clicker”) influences the process of TBL.

Methods: TBL was provided in an intensive course format with six 2-hour sessions over a 3-day period as an elective pharmacology review course covering the material of the second year of the medical curriculum. Students signed up for the course on-line and were randomly assigned to two equally sized cohorts. In one cohort an ARS was used, in the control TBL was performed without any electronic voting system. The same instructor (HW) moderated both cohorts and identical test questions were used. Students completed a program-evaluation questionnaire (1=strongly disagree, 6=strongly agree) at the end of the course; the ARS cohort answered additional questions.

Results and conclusions: 212 students (51% females) participated in the courses offered. The response rate to the program-evaluation questionnaire was 87% (n=185). In terms of ARS the item with the largest mean score was “The application of ARS in TBL increases my attention” (5.4±0.8). The mean score for “The feedback of test results by an ARS supported the learning process” was somewhat lower (4.6±1.3). Students did not feel uncomfortable with the ARS in TBL as indicated by the very low mean score of the statement “The application of an ARS interferes with TBL” (1.5±0.8). There was no significant difference between the two cohorts in assessment of TBL concerning knowledge acquisition and motivational dimensions. Taken together, the application of an ARS influences the process of TBL in terms of increasing attention of the students and supporting the learning process. It also made the sessions more exciting for the moderator.