Abstract
IntroductionRadiology residency programs are increasingly using audience response systems (ARS) in educational lectures. It is imperative that this is investigated to assess if learning outcomes in trainees are actually improved.MethodsThe primary objective of this randomized prospective unblinded pilot study was to assess the effect of ARS on long-term learning outcomes, with a secondary objective of understanding perceptions of ARS amongst radiology residents. Twenty-two radiology residents were randomized into two groups of 11 residents each receiving five identical musculoskeletal (MSK) radiology lectures. One group received lectures through ARS and the other through traditional didactics. A pretest and identical posttest were completed by all residents at baseline and eight months later, respectively. Residents also completed a pre and post five-question Likert scale survey designed to measure perceptions of ARS.ResultsWilcoxon rank sum tests revealed no statistically significant difference between the two groups of residents on the pretest (p = 0.47) or the posttest (p = 0.41). Of the five questions designed to gauge perceptions of ARS, “How often do you study radiology outside of work?” resulted in statistical significance between groups after the lecture series via ordinal logistic regression, with the ARS group six times more likely to study compared to the non-ARS group (Odds ratio = 6.52, P = 0.04, 95% Confidence Interval [1.1, 38.2]). There was no statistical difference in response to this question prior to the lecture series.DiscussionUse of ARS was associated with increased likelihood of studying radiology without significant difference in long-term learning outcomes.
Highlights
Radiology residency programs are increasingly using audience response systems (ARS) in educational lectures
Of the five questions designed to gauge perceptions of ARS, “How often do you study radiology outside of work?” resulted in statistical significance between groups after the lecture series via ordinal logistic regression, with the ARS group six times more likely to study compared to the non-ARS group (Odds ratio = 6.52, P = 0.04, 95% Confidence Interval [1.1, 38.2])
Schackow et al have shown that ARS are associated with improved learning outcomes and short-term retention of learning in family medicine residents [2], but Robson et al [3] demonstrated that ARS did not lead to increased short-term retention of learning amongst dental students when compared to similar dental students receiving traditional lectures without ARS
Summary
The primary objective of this study was to assess the effect of ARS on long-term learning outcomes amongst radiology residents at a single institution
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