Learning and teaching epidemiology with audience response technology
Baker, Philip R.A. (2013) Learning and teaching epidemiology with audience response technology. In 45th Annual Conference of the Asia-Pacific Academic Consortium for Public Health -APACPH, 24- 27October 2013, Wuhan, China. (Unpublished)
The learning and teaching of epidemiology is core to many public health programs. Many students find the content of epidemiology, and specifically risk of bias assessment, challenging to learn. Howbeit, learning is enhanced when knowledge is able to be acquired from an active-learning, hands-on experience.
The innovative use of wireless audience response technology “clickers” was incorporated into the lectures of the university’s post-graduate epidemiology units and the tailored epidemiological modules delivered for professional disciplines (e.g. optometry). Clickers were used to apply several pedagogical approaches of active learning including peer-instruction and real-world simulation. Students were also assessed for their gain in knowledge within the lecture (pre-post) and their perceptions of how the use of clickers helped them learn. The routine university-wide end of semester Insight Survey provided further information of the student’s satisfaction with the approach.
The technology was useful in identifying deficits of knowledge of key concepts either before or after instruction. Where key concepts were re-tested post-lecture, as expected, knowledge increased significantly and provided immediate feed-back to students. Across the lecture series, typically 85% of students identified the technology helped them learn, increased their opportunity to interact with the lecturer, and recommend their use for future classes. The Insight Survey report identified 93% of respondents identified the unit in which clickers were consistently used provided good learning opportunities. Numerous student comments supported the teaching method.
Epidemiological subject matter lends itself to incorporation of audience response technology. The use of the technology to facilitate interactive voting provides an instant response and participation of everyone to enhance the classroom experience. The pedagogical approach increases students’ knowledge and increases their satisfaction with the unit.
Impact and interest:
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|Item Type:||Conference Item (Presentation)|
|Keywords:||Epidemiology, Audiance Response Technology, enagaged learning|
|Subjects:||Australian and New Zealand Standard Research Classification > MEDICAL AND HEALTH SCIENCES (110000) > PUBLIC HEALTH AND HEALTH SERVICES (111700)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Schools > School of Public Health & Social Work
|Copyright Owner:||Copyright 2013 The Author(s)|
|Deposited On:||07 Apr 2014 00:44|
|Last Modified:||07 Apr 2014 00:44|
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