(1921)DESIGNING CLICKER QUESTIONS THAT ENCOURAGE ACTIVELEARNING IN A TECHNOLOGY ENHANCED PRACTICAL LABSETTING

摘要

INTRODUCTION: Clickers or Classroom Response Systems (CRS) are handheld electronic devicesused to elicit anonymous student responses to questions using electronic on-screen presentationswherein the results of students' responses are also immediately displayed, hence giving immediatefeedback. However, it is the pedagogy rather than the CRS technology that is important. CRS is avalid and effective tool for evaluation of learning, and has good predictive value, usability and benefitsin a curriculum focused on interaction.BACKGROUND: With ever-increasing enrolment in professional courses like medicine in the Asiapacific, the constraint of adequate student-teacher ratio poses a challenge to ensure that all studentswithin a large cohort achieve the learning outcomes and competencies in practical skills. To overcomethis, this study proposes the use of CRS within a practical lab based setting. CRS use inPractical/skills based curriculum (except in Physics) has not been studied extensively. CRS questionshould have an explicit pedagogic purpose consisting of a content goal, a process goal, and ametacognitive goal. Questions can be designed with the objective of directing students' attention,stimulating specific cognitive processes, communicating feedback both to instructor and students,facilitating the articulation and confrontation of ideas and measuring learning outcomes in achievingcompetence in practical skills.OBJECTIVE: This study was conducted with the objective to elicit feasible ways in designing CRSquestions in practical/ skills based learning that can assess and stimulate higher cognitive levels ofapplication, analysis, synthesis and evaluation as well as in the psychomotor domain.METHODOLOGY: Principles of a good CRS questions were presented as preset questions in a semistructured interview with a purposive snowball sample of an experienced Clinical anatomy practicalLecturer and a Educational Technologist. Through in-depth interviews, opinions on designs and thelogistics of administering CRS questions that aid active learning were coded into themes andanalysed.RESULTS AND DISCUSSION: In answering the research question of what the principles and feasibleways to design effective CRS questions to improve learning outcomes of a active learningenvironment in health sciences could be, this study, came up both the reviews on literature as well asexpert opinions on the following themes related to CRS questions : traditional Vs clinical Anatomyquestions , testing deeper and active learning, tactics for designing advanced CRS questions, numberand time to answer, promoting student discussion, maintaining engagement to the teaching sessionafter a CRS question. CONCLUSION: CRS questions that aids active learning in Practical lab needsthorough and in-depth design that is different from traditional CRS questions in a lecture setting. Thisstudy highlights the need to design CRS questions that target higher order psychomotor and cognitiveprocesses. It also stresses the importance of logistics of administering the CRS questions within asession for promoting discussion especially clinical photographs and clinical case scenarios in CRSquestions as triggers towards promoting active learning.