Cody S. Nelson|Lisa Hartling|Sandy Campbell|Anna Oswald
The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21
University of Alberta
background audience response systems ars represent one approach make classroom learning active although ars may pedagogical value impact still unclear systematic review aims examine effect ars learning outcomes health professions educationmethods comprehensive literature search two reviewers completed title screening fulltext review quality assessment comparative studies health professions education qualitative synthesis metaanalysis immediate longer term knowledge scores conductedresults twentyone 1013 titles included studies evaluated ars lectures 20 studies undergraduates 14 studies fourteen studies reported statistically significant improvement knowledge scores ars metaanalysis showed greater differences nonrandomised study design qualitative synthesis showed greater differences noninteractive teaching comparators postgraduates six 21 studies reported student reaction 5 favoured ars 1 mixed resultsconclusion review provides evidence suggest effectiveness ars improving learning outcomes findings striking ars teaching compared noninteractive sessions nonrandomised study designs used review highlights importance high quality studies balanced comparators available making curricular decisions