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Ahmaed Baashar, Raju Suresh Kumar, S M Irshad Akhtar, Sarah M Alyousif, Abdulaziz I Alhassan & Nada Townsi. (2023) Impact of Audience Response System in Enhancing Teaching of Anatomy and Physiology for Health Sciences Students at King Saud bin Abdulaziz University for Health Sciences. Advances in Medical Education and Practice 14, pages 421-432.
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Oscar Jerez, Cesar Orsini, Catalina Ortiz & Beatriz Hasbun. (2021) Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education. Learning: Research and Practice 7:2, pages 147-164.
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María-del-Mar Camacho-Miñano & Cristina del Campo. (2016) Useful interactive teaching tool for learning: clickers in higher education. Interactive Learning Environments 24:4, pages 706-723.
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E. Jiménez-Mejías, C. Amezcua-Prieto, V. Martínez-Ruiz, M.C. Olvera-Porcel, J.J. Jiménez-Moleón & P. Lardelli Claret. (2015) Medical students’ satisfaction and academic performance with problem-based learning in practice-based exercises for epidemiology and health demographics . Innovations in Education and Teaching International 52:5, pages 510-521.
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Elizabeth J. Norman. (2014) Veterinary education in a connected world. New Zealand Veterinary Journal 62:3, pages 101-102.
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Cody Nelson, Lisa Hartling, Sandra Campbell & Anna E. Oswald. (2012) The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21. Medical Teacher 34:6, pages e386-e405.
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Articles from other publishers (33)
Faiz Tuma, Shchatsko Anastasiya, Mohamed Kamel, Joseph Vyskocil & John Blebea. (2023) Audience Response System (ARS) Use in the SCORE (Surgical Council on Resident Education) Surgery Training Curriculum: A Mixed Methodology Study. Cureus.
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Phillip Kremer, Leonard Richter, Leander Melms, Claus F. Vogelmeier & Juergen R. Schaefer. (2023) Teaching medicine web-based with the help of interactive audience response systems. PLOS ONE 18:8, pages e0289417.
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Jasna Vuk, Michael E. Anders & Sung W. Rhee. (2022) Self-paced polling increases medical student engagement in recorded lectures and improves examination performance. Advances in Physiology Education 46:4, pages 728-734.
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Elizabeth Devine, Julie A. Hunt, Stacy L. Anderson & Marina V. Mavromatis. (2022) Online Case-Based Course in Veterinary Radiographic Interpretation Generates Better Short- and Long-Term Learning Outcomes than a Virtual Lecture-Based Course. Journal of Veterinary Medical Education.
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Naoto Nakagawa & Toshiyuki Yamashita. (2022) Comparative study of traditional face-to-face teaching, audience response system, and a flipped classroom plus audience response. Journal Of Advanced Pharmacy Education And Research 12:1, pages 9-16.
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Devorah M. Stowe, Regina M. Schoenfeld-Tacher, Kenneth D. Royal & Jennifer A. Neel. (2021) Evaluation of Retention of Veterinary Clinical Pathology Knowledge between Second-Year and Fourth-Year Clinical Pathology Courses. Journal of Veterinary Medical Education 48:6, pages 664-669.
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Siaw Cheok Liew, Venkatesh Naik & Darlina Hani Fadil Azim. (2021) Anonymous Audience Response Technology in Image-Based Quiz (IBQ) Neuropathology Lecture for Undergraduate Pre-clinical Medical Students: a Comparison with Traditional Lectures. Medical Science Educator 31:6, pages 1889-1894.
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Samira L. Schlesinger, Wolfgang Heuwieser & Laura-Kim Schüller. (2021) Comparison of Self-Directed and Instructor-Led Practice Sessions for Teaching Clinical Skills in Food Animal Reproductive Medicine. Journal of Veterinary Medical Education 48:3, pages 310-318.
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Christopher L. Mariani & Simon C. Roe. (2021) Use of Top Hat Audience Response Software in a Third-Year Veterinary Medicine and Surgery Course. Journal of Veterinary Medical Education 48:1, pages 27-32.
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Naoto Nakagawa. (2021) Comparative study between formative assessment and flipped classroom lectures in a drug information course . Journal Of Advanced Pharmacy Education And Research 11:2, pages 5-10.
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Joann M. Gold, Ricardo A. Collazo, Gagani Athauda, Vivian T. Obeso & Rebecca L. Toonkel. (2019) Taking CBL to the Lecture Hall: a Comparison of Outcomes Between Traditional Small Group CBL and a Novel Large Group Team-Based CBL Teaching Method. Medical Science Educator 30:1, pages 227-233.
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Suriya Prakash Muthukrishnan, Dinu S. Chandran, Naaz Afreen, Megha Bir, Shaon Ghosh Dastidar, Harshith Jayappa, Bhawna Mattoo, Arvind Navneet, Jeevitha Poorasamy, Atanu Roy, Anju Sharma, Debabrata Ghosh & Kishore K. Deepak. (2019) Planning, implementation, and evaluation of multicomponent, case-based learning for first-year Indian medical undergraduates. Advances in Physiology Education 43:4, pages 504-511.
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Nicole J. FernandezCatherine R. WaggAmy L. Warren. (2018) Changes in Student Perceptions and Study Strategies Over Time in a Veterinary Clinical Pathology Course Using Case-Based Instruction. Journal of Veterinary Medical Education 45:4, pages 544-555.
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Ciana McCarthy & Maureen Kelly. (2018) Learner Engagement in Postgraduate Anaesthesia Speciality Training. Health Professions Education 4:4, pages 287-299.
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Renee M. McFee, Andrea S. Cupp & Jennifer R. Wood. (2018) Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities. Advances in Physiology Education 42:2, pages 182-191.
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Stuart J Fergusson, Justine J Aka, Catherine M Hennessy, Andrew J Wilson, Simon H Parson, Ewen M Harrison, Gabrielle M Finn & Thomas H Gillingwater. (2018) Examining the impact of audience response systems on student performance in anatomy education: a randomised controlled trial. Scottish Medical Journal 63:1, pages 16-21.
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Md. Shahadat Hossain Khan, Mutwalibi Nambobi & Md. Sakawat Ali. 2018. Emerging Self-Directed Learning Strategies in the Digital Age. Emerging Self-Directed Learning Strategies in the Digital Age
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Lucy Webb, Jonathan Clough, Declan O’Reilly, Danita Wilmott & Gary Witham. (2017) The utility and impact of information communication technology (ICT) for pre-registration nurse education: A narrative synthesis systematic review. Nurse Education Today 48, pages 160-171.
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Nathaniel J. Hunsu, Olusola Adesope & Dan James Bayly. (2016) A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers & Education 94, pages 102-119.
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Yu-Ta Chien, Yueh-Hsia Chang & Chun-Yen Chang. (2016) Do we click in the right way? A meta-analytic review of clicker-integrated instruction. Educational Research Review 17, pages 1-18.
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Emma Crowther & Sarah Baillie. (2015) A method of developing and introducing case‐based learning to a preclinical veterinary curriculum. Anatomical Sciences Education 9:1, pages 80-89.
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Denis Duret & Avril Senior. (2015) Comparative Study of Three Different Personal Response Systems with Fourth-Year Undergraduate Veterinary Students. Journal of Veterinary Medical Education 42:2, pages 120-126.
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H.-J. Wenz, M. Zupanic, K. Klosa, B. Schneider & G. Karsten. (2014) Using an audience response system to improve learning success in practical skills training courses in dental studies - a randomised, controlled cross-over study. European Journal of Dental Education 18:3, pages 147-153.
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John D. Rich, Arabia N. Colon, Dominique Mines & Kimberly L. Jivers. (2014) Creating learner-centered assessment strategies for promoting greater student retention and class participation. Frontiers in Psychology 5.
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Bonnie R. Rush, Brad J. White, Rachel A. Allbaugh, Meredyth L. Jones, Emily E. Klocke, Matt Miesner, Heather A. Towle-Millard & James K. Roush. (2013) Investigation into the Impact of Audience Response Devices on Short- and Long-term Content Retention. Journal of Veterinary Medical Education 40:2, pages 171-176.
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Silke Hecht, W. H. Adams, M. A. Cunningham, I. F. Lane & N. E. Howell. (2012) STUDENT PERFORMANCE AND COURSE EVALUATIONS BEFORE AND AFTER USE OF THE CLASSROOM PERFORMANCE SYSTEM™ IN A THIRD‐YEAR VETERINARY RADIOLOGY COURSE. Veterinary Radiology & Ultrasound 54:2, pages 114-121.
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Alison Mostyn, Oonagh Meade & Joanne S Lymn. (2012) Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students - a preliminary evaluation. BMC Medical Education 12:1.
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Misganaw T. Gebru, Amy J. Phelps & Gary Wulfsberg. (2012) Effect of clickers versus online homework on students' long-term retention of general chemistry course material. Chem. Educ. Res. Pract. 13:3, pages 325-329.
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Alan E. Levine. (2014) Correlation between Clicker Scores and Examination Performance in Dental Biochemistry. Medical Science Educator 21:4, pages 326-329.
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Stephen M. Stahl, Richard L. Davis, Dennis H. Kim, Nicole Gellings Lowe, Richard E. Carlson, Karen Fountain & Meghan M. Grady. (2014)
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The Master Psychopharmacology Program as an Example of Interval Learning in Bite-Sized Portions
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