PMID- 23709112
OWN - NLM
STAT- MEDLINE
DCOM- 20130730
LR  - 20130527
IS  - 0748-321X (Print)
IS  - 0748-321X (Linking)
VI  - 40
IP  - 2
DP  - 2013 Summer
TI  - Investigation into the impact of audience response devices on short- and 
      long-term content retention.
PG  - 171-6
LID - 10.3138/jvme.1012-091R [doi]
AB  - Audience Response Systems (ARSs) may enhance short-term knowledge retention. 
      Long-term knowledge retention is more difficult to demonstrate. According to 
      previous studies, ARS questions requiring application of knowledge or peer 
      interaction are more effective in maintaining student attention. The purpose of 
      this study was to determine if peer discussion or individual-knowledge questions 
      enhance short- and/or long-term knowledge retention. Third-year veterinary 
      students responded to ARS questions posed in individual knowledge (n=3 questions) 
      and peer discussion (n=3 questions) format from six different instructors. To 
      test short-term memory, the same questions were delivered during the course 
      examination (within 21 days). To test long-term retention, these questions were 
      posed during a retention exercise (four months later). On the course examination, 
      students had a higher (p<.01) probability (+/-SE) of correctly answering ARS 
      individual-knowledge questions (93.8 +/- 1.8%) compared to novel (previously 
      unseen, non-ARS control) course examination questions (87.5 +/- 3.1%), but the 
      probability of correctly answering examination questions previously posed using 
      ARS peer discussion format (89.5 +/- 3.0%) did not differ from individual knowledge 
      or novel examination questions. The positive impact of ARS-knowledge questions 
      was not maintained through the retention exercise. Neither individual knowledge 
      (70.5 +/- 6.4%) nor peer-discussion questions (67.5 +/- 6.9%) performed better on the 
      retention exercise than the questions that appeared only on the course 
      examination (68.6 +/- 6.1%). Curricular strategies that emphasize content review 
      may be more powerful than strategies that strengthen initial learning for 
      long-term content retention.
FAU - Rush, Bonnie R
AU  - Rush BR
AD  - Department of Clinical Sciences, College of Veterinary Medicine, Kansas State 
      University, Mahattan, KS 66506, USA. brush@vet.k-state.edu
FAU - White, Brad J
AU  - White BJ
FAU - Allbaugh, Rachel A
AU  - Allbaugh RA
FAU - Jones, Meredyth L
AU  - Jones ML
FAU - Klocke, Emily E
AU  - Klocke EE
FAU - Miesner, Matt
AU  - Miesner M
FAU - Towle-Millard, Heather A
AU  - Towle-Millard HA
FAU - Roush, James K
AU  - Roush JK
LA  - eng
PT  - Journal Article
PL  - Canada
TA  - J Vet Med Educ
JT  - Journal of veterinary medical education
JID - 7610519
SB  - IM
MH  - Curriculum
MH  - Education, Veterinary/*methods
MH  - *Educational Measurement
MH  - Learning
MH  - *Students, Medical
MH  - Time Factors
EDAT- 2013/05/28 06:00
MHDA- 2013/07/31 06:00
CRDT- 2013/05/28 06:00
PHST- 2013/05/28 06:00 [entrez]
PHST- 2013/05/28 06:00 [pubmed]
PHST- 2013/07/31 06:00 [medline]
AID - C75H3L3K8177W37T [pii]
AID - 10.3138/jvme.1012-091R [doi]
PST - ppublish
SO  - J Vet Med Educ. 2013 Summer;40(2):171-6. doi: 10.3138/jvme.1012-091R.