The Use of an Audience Response System in a Dental Gross Anatomy Practical Exam

Abstract

AbstractPurpose: Traditional methods for the administration and scoring of gross anatomy practical laboratory examinations are time and resource intensive and can be susceptible to errors in grading. Alternative approaches, such as the use of audience response systems (e.g., clickers) and computerized scoring appear to hold promise to improve the examination experience for students and to improve the efficiency and accuracy of grading.Method: To assess perceptions of the use of such systems, two cohorts of students who completed the gross anatomy practical examination using clicker technology at the University of Detroit Mercy School of Dentistry were invited to complete the survey.Results: A total of 155 students completed the survey. Responses reflect a mostly positive appraisal of the use of clicker technology by the majority of students. In particular, students reported that the submission of responses was easier and that the speed of grading and feedback on examination performance was considerably improved.Conclusion: Based upon the survey results, it is concluded that the use of audience response systems appears to have more benefits than liability and seems to be a worthwhile technology to use for practical laboratory examinations.