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Classroom Clickers Provide Reliable Formative Feedback: Three years experience in gross and microscopic anatomy curriculum

The goal of our study was to evaluate the effectiveness of the audience response system (ARS) as a tool for providing formative feedback to first year medical students. Over a three year period, we collected data from anatomy and histology courses in which students answered clinically oriented multiple choice questions using the ARS. We compared each student's cumulative ARS and final exam scores and we calculated a correlation coefficient between these two values. In addition, we conducted a questionnaire to evaluate the students' perception on ARS. According to our results, students saw ARS as useful for providing feedback on performance with a mean of 3.61 (1‐5 scale). There was a strong positive correlation between ARS and final exam scores. R values for the ARS and NBME Anatomy subject exam was R=.9556; and for the Anatomy/Radiology written exams, R=.9882. Students believed that ARS improved their performance with a mean of 3.94 (1‐5 scale). Students also preferred more frequent ARS quizzes with fewer questions to less frequent sessions with more questions (mean=3.74). In conclusion, students use ARS as a feedback tool and can rely on it as a good predictor of final course performance. We have found that ARS feedback motivates students to seek help from faculty when appropriate. It is user friendly, interacts well with PowerPoint, and is not time consuming for faculty.