Inter-active Personal Response System: An innovative approach to teaching and learning in conventional lecture settings

1. Inter-active Personal Response System: An innovative approach to teaching and learning in conventional lecture settings Johanna McMullan

2. The Conventional Lecture • Large group Teaching is not effective in terms of student learning (Bligh 1998) • 40% time is wasted, only 20% of information is recalled later. • Attention wanes after only 20 minutes. • Lectures suit some learning styles, however can force surface learning. • Learner centered approachs promote deep effective learning; difficult in conventional lectures, when students are usually passive.

3. Components of effective Learning • Teachers need to modify the learning approach of some students • Students need to engage with learning to be motivated and interested: this happens when given a choice what to learn • Teachers need to know students prior knowledge • Didactic teaching reduced in favour of other learning strategies such as case studies • Feedback is important especially formative • ……all of which are difficult in the lecture setting.

4. The “PRS” consists of hand held wireless transmitters which through the use of Microsoft PowerPoint allow students to submit responses to multiple choice questions in lectures, tutorials and practicals. Student responses are immediately summarised in graphical form and displayed on the computer screen. Radio Based Solution (more reliable reception than Infrared) 500 Response Cards 20 Radio USB Receivers Introduction to The Personal Response System

5. 0 of 5 Have you any experience of the Personal Response System? • Yes, I use it regularly • Yes, I have used it or seen it used • I’ve heard of it, but have no experience of it • This is the first time I have heard of it

6. 101 of 200 Stroke volume x ???= Cardiac output? • Blood pressure • Heart rate • Heart size • Peripheral resistance

7. 95 of 200 Would you like to go over normal structure and function or move on to aetiology? • Go over NS and Function • Move on

8. 95 of 200 Do you think the PRS system helped to direct the lecture more towards the areas you felt needed further discussion? • Yes • No • Don’t know

9. 101 of 200 Hypovolemic shock occurs because of: • Fall in heart rate • Lack of intravascular fluid volume • Increase in heart rate • Lack of intravascular fluid OR essential blood components

10. 0 of 5 Where are you from? • England • Rest of U.K • Rest of Europe • Rest of World • Other

11. 62 of 200 The lectures are more interesting when the PRS system is used. • Agree • Disagree • Don’t know

12. 46 of 200 The PRS system made me pay attention the whole way through the lecture. • Yes • No • Don’t know

13. 0 of 5 A patient with a history of asthma is admitted to A+E with S.O.B. The most useful evaluate tool you could use would be.. • Blood gas analysis • Oxygen saturation • X-ray • Peak expiratory Air Flow

14. 0 of 5 The keynote speaker this morning was…. • Excellent • Good • OK • Rubbish

15. 63 of 200 The PRS system helps you to learn better. • Agree • Disagree • Don’t know

16. 101 of 200 Because of the PRS system I got more out of the lecture today. • Agree • Disagree • Don’t know

17. 102 of 200 Would you be more likely to answer using this system than hands up approach? • Yes • No • Don’t know

18. 65 of 200 The PRS system encouraged me to participate in the lecture. • Yes • No • Don’t know

19. 100 of 200 As shock progresses the order of symptoms would you expect to see is ? • Decrease BP, increase pulse, peripheral shutdown, thirst • Increase pulse, thirst, peripheral shutdown, fall in BP • Thirst, Peripheral shutdown, increased pulse, decrease in BP

20. 100 of 200 The most effective evaluative tool for assessing a patient for shock is: • Capillary refill • BP • Blood gases • History • Physical examination

21. 101 of 200 Which of the following is a symptom of the initial stage of shock of less than 15% blood/volume loss? • Anxiety • Weakness • Confusion • None

22. 119 of 150 1. A solution contains paracetamol 120mg/5ml. How many mg are there in 15ml? A. 240mg B. 360mg C. 480mg D. 600mg

23. 129 of 150 Did you find it helpful to get immediate feedback on whether your answers were right or wrong? • Yes- very helpful • Yes-helpful • No- not particularly helpful • No- not helpful at all.

24. 125 of 150 Has the session today helped you to identify gaps in your knowledge? • Yes • No

25. 127 of 150 Will you use this information to direct your studies? • Yes • No

26. 128 of 150 Would you recommend this session to future groups as • Very helpful • Quite helpful • Not very helpful • Waste of time

27. 125 of 150 Did you feel at ease because it is anonymous? • Yes • No • Didn’t matter one way or the other

28. 127 of 150 Was it helpful to see how you were doing compared to the rest of the class? • Yes • No • This didn’t matter to me

29. 129 of 150 24. Possible side effects of fluid replacement include: • Extravasation • Pulmonary oedema • Anaphylaxis • All of the above

30. 128 of 150 25.Which of the following drugs may be used to treat patients with cardiac conditions: • Calcium channel blockers • Aldosterone • Anticholinergics • All of the above

31. Module Evaluation Biomedical and Pharmaceutical Aspects of Nursing Phase Four

32. 115 of 200 1.The extent to which the aims and objectives of the module were clearly stated was: • Excellent • Good • Acceptable • Poor • Very poor • N/A

33. 115 of 200 The availability of the module material in the outreach library was: • Excellent • Good • Acceptable • Poor • Very poor • N/A

34. 103 of 200 Would you like to use the PRS system again? • Yes • No • Don’t mind either way

35. 99 of 200 Do you think the PRS system: • Let me have a voice in the lecture • Helped me gauge my knowledge and understanding • Helped to keep my attention more than if it was not being used • All of the above • None of the above

36. 5 0 Do you think you could use the system to enhance your sessions? • Yes • I can see the benefits but it wouldn’t be applicable for my teaching • No