There's an App for That

Published on 22 July 2016

In one class at St. Louis College of Pharmacy students are allowed, and even encouraged, to look at their phones. They’re part of a pilot program to see the impact of audience response software (ARS) on learning. ARS systems allow faculty to ask students multiple-choice, fill-in the blank, matching and open text questions during class sessions to assess understanding. Answers are displayed in real time.

Results from the program will be presented in the poster “Student Perception of the Impact of Audience Response Software (ARS) in a Team-Based Learning Self-Care Course” at the upcoming American Association of Colleges of Pharmacy Annual Meeting.

“We found students are more involved, participation is higher and learning is enhanced when using ARS,” said study author Golden Peters, Pharm.D., BCPS, associate professor of pharmacy practice.

In addition to using an app on phones and tablets, students can also participate in ARS through online software on their computers. Peters said there is limited scholarship on how ARS impacts students in a team-based learning self-care course.

“We found a positive, statistically significant correlation between using ARS and academic performance with both early adopters and technology enthusiasts,” Peters said. “The results are consistent with previous research in other classroom settings.”

Co-authors of the study include Clark Kebodeaux, Pharm.D., BCACP, clinical assistant professor at the University of Kentucky College of Pharmacy, and St. Louis College of Pharmacy colleagues Patrick Finnegan, Pharm.D., BCPS, associate professor of pharmacy practice and Jamie Woodyard, Pharm.D., BCACP, assistant professor of pharmacy practice.

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