Implementation of an audience response method in medical education.

Autor/in	Wiswede, Daniel
Titel	Implementation of an audience response method in medical education.
Quelle	Aus: Jansen-Schulz, Bettina (Hrsg.); Tantau, Till (Hrsg.): Excellent teaching. Principles, structures and requirements. Bielefeld: W. Bertelsmann Verl. (2018) S. 209-224Verfügbarkeit
Beigaben	Literaturangabe S. 221-223
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-7639-5991-4; 978-3-7639-5992-1
Schlagwörter	Lehr-Lern-Prozess; Medizin; Universität; Hochschulunterricht; E-Learning; Einsatz; Integration; Interaktivität; Publikum; Lübeck; Schleswig-Holstein
Abstract	Audience response systems (clickers) that enable students to respond to questions addressed by teachers via handheld polling devices are among the most visible digital changes in university teaching. While students are often positive about clicker introduction, teachers should ask themselves what makes teaching better and what do they want to achieve in their lessons prior to introducing fancy new devices. This chapter gives an overview of some aspects that should be considered when introducing clickers. It ends with a section on the author's practical experiences gained in the last years of using clickers as part of a teaching concept for medical students. CONTENTS: 1 Introduction (210). - 2 Clickers - Expensive Toys or Useful Teaching Devices? (210). - 2.1 Good Reasons for Avoiding Clickers in Classes (211). - 2.2 Good Reasons to Integrate Clickers in Classes: Scientific Evidence (211). - 2.3 Integrating Clickers into a Teaching and Learning Concept (215). - 2.4 Technical and Pedagogical Requirements for Using Clickers (216). - 3 Personal Experience: Clicker Use in Medical Education (217). - 3.1 Clickers to Repeat a Topic (217). - 3.2 Clickers to Spot Misconceptions and Knowledge Gaps (217). - 3.3 Clickers Integrated in Peer Instruction (218). - 3.4 Clickers to Check Knowledge Gain in Lectures (219). - 3.5 Clickers to Prepare for the Next Lesson (219)., - 3.6 Clicker Questions Provided by Students (220). - 3.7 Clickers for Evaluation (220). - 4 Final Remarks (221). (zhb/text adopted).
Erfasst von	Zentrum für HochschulBildung - Technische Universität Dortmund
Update	2019/3