A comparative study: do "clickers" increase student engagement in multidisciplinary clinical microbiology teaching?

Abstract

Background: Audience response devices, or "clickers", have been used in the education of future healthcare professionals for several years with varying success. They have been reported to improve the learning experience by promoting engagement and knowledge retention. In 2014, our department evaluated the use of "clickers" in a newly introduced multidisciplinary approach to teaching large groups of third year medical students clinical cases developed around a microbiology theme.

Methods: Six multidisciplinary teaching sessions covering community-acquired pneumonia, tuberculosis, infective endocarditis, peritonitis, bloodstream infection with pyelonephritis and bacterial meningitis were included in the study. Three involved the use of the "clickers" and three did not. Consenting undergraduate students attended the designated classes and afterwards answered a short online quiz relating to the session. Students also answered a short questionnaire about the "clickers" to gauge their attitudes on the use of these devices.

Results: Of 310 students, 294 (94.8%) agreed to participate in the study. Interestingly, the grades of online quizzes after a session where a "clicker" was used were slightly lower. Looking only at the grades of students who engaged completely with the process (n = 19), there was no statistical difference to suggest that the devices had a positive or negative impact on knowledge retention. However, student attitudes to using the devices were positive overall. Fifty-five percent strongly agreed and 27% agreed that teaching sessions where the "clickers" were used were more engaging. Thirty-four percent strongly agreed and 36% agreed that the "clickers" made important concepts more memorable and 54% felt the device enhanced their understanding of the topic being covered.

Conclusions: Overall, it appears that "clickers" help in improving student engagement in large classroom environments, enhance the learning experience, and are received positively by medical students but their impact on knowledge retention is variable.

Keywords: Clinical microbiology; Medical education; Multidisciplinary; “Clickers”.

Fig. 1

Student recruitment process and study design. Two-hundred and ninety four students consented to participate in the study. There were six MDTs in total in which three involved the use of the “clickers” and three did not. After each MDT, students were asked to answer the same five MCQs, as those presented in class, again online via the virtual learning environment. Each MCQ was worth two marks so the highest possible grade achievable was ten marks. Statistical analysis on student grades from the online quizzes was performed to assess the impact of the “clickers” on knowledge retention. Students then completed a survey to determine attitudes to the teaching environment and use of the devices. Student demographics of those in attendance (n = 161) on the day of the survey were also collected from student records

Fig. 2

Student attitudes to “clickers” and MDTs. One hundred and sixty one students participated in the real time survey using the “clickers”. Students were asked their opinions in relation to the “clickers” and the MDT sessions. A 5-point Likert scale of strongly disagree to strongly agree was used to gauge student opinions. Data represents percentage number of students with a specific opinion relating to the statement posed