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Effectiveness of audience response-enhanced case learning activities in graduate health professions education.

UNLABELLED
Few studies have investigated the use of audience response systems (ARS) to facilitate case teaching methods in graduate health professions education. The purpose of this paper is to report on the results of focus groups to evaluate the use of ARS-facilitated case activities in two graduate health professions courses.


TEACHING METHOD
ARS, in conjunction with case scenarios, were used in Master's of Health Administration (MHA) and Doctor of Physical Therapy (DPT) courses. In the MHA course, the scenarios related to problem-solving and ethics, taught earlier. In the DPT course, scenarios related to treating patients with hip, knee, and foot pain. Students used ARS to respond to decisions regarding the scenarios.


ASSESSMENT
Students' perceptions of activities were evaluated using focus groups.


CONCLUSION
ARS-enhanced case activities were valuable for applying and reinforcing course concepts, allowing anonymity, and allowing peer comparison to gauge individual progress of course concepts. At the same time, nuances to benefits per student group were revealed.