The impact of an audience response system on evaluation results in medical lectures, a controlled study.

Abstract Background: Audience Response Systems (ARS) are well perceived by students and lecturers and represent a valuable instrument of quality assurance and student participation in academic teaching. Our controlled study investigated whether ARS in evaluation of medical lectures has an impact on evaluation results, enhances student learning and motivation. Methods: The study was conducted at the University medical center of Schleswig-Holstein, Campus Kiel, over the course of one year. 198 students who participated voluntarily were included. In alternating lectures a paper questionnaire and ARS were offered as an evaluation tool to the audience. In both processes two items concerning teacher’s behavior, three items concerning lecture’s design and two items concerning lecture’s content were investigated by using a seven-item questionnaire with a five-point Likert scale, two multiple-choice questions were posed at the end of each evaluation to assess knowledge transfer. Results: 128 students took part using the traditional paper and pencil format, 70 students agreed to use ARS. Participants not using ARS rated the quality of teaching in both items and the structure of the lecture in one item superior to participants using ARS (p < 0.001, p < 0.003, p < 0.001). The screening for participation in the additionally asked MC- questions showed a higher rate of participation in students using ARS. Conclusion: The results of our study show significant differences in lectures’ evaluation using ARS. Students’ motivation to evaluate lectures might increase by using an audience response device.