Abstract
The Pros and Cons of Using Personal Response Systems in an Interactive Scientific Debate
Highlights
Debates can be defined as an old teachinglearning strategy [1] where in our example an audience listens to world-renowned experts in their field argue over complex or controversial scientific topics
Study Design: We studied the suitability of personal response system (PRS) to moderate and compile data on a scientific debate that was the centerpiece of an international conference
The most responses were recorded by TurningPoint® to the first question (n=122), but thereafter, the number of respondents decreased with 106 responses being received for the final question
Summary
Debates can be defined as an old teachinglearning strategy [1] where in our example an audience (learners) listens to world-renowned experts in their field argue over complex or controversial scientific topics (e.g., genetically modified foods). This process is a type of passive learning similar to the traditional didactic lecture format whereas novel teaching-learning strategies promoting active learning through direct involvement in the process are constantly being sought by progressive educators [2]. Personal Response Systems (PRS) are powerful pedagogical polling tools that encourage interactive learning and provide instant feedback to the student and teacher [4,5]. PRS % histogram chart showing audience change of 1 comparison opinion post-Debate part 1.
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