Use of audience response systems (ARS) in physiotherapists’ training: a qualitative study

ObjectiveTo explore the experience of using audience response systems (ARS) in postgraduate physiotherapy training.DesignQualitative interview study following the ‘reflexive thematic analysis’ by Braun and Clarke.SettingHigher education university.ParticipantsTen Italian students (60% men, N=6; 40% ...

Full description

Saved in:
Bibliographic Details
Published in:BMJ open 2023-08, Vol.13 (8), p.e073025-e073025
Main Authors: Bertoni, Gianluca, Marchesini, Evelin, Zanchettin, Francesca Elena, Crestini, Michele, Testa, Marco, Battista, Simone
Format: Article
Language:English
Subjects:
Active learning
Biomechanics
Classroom response systems
Clinical decision making
Distance learning
education & training (see medical education & training)
health education
health informatics
Interviews
Learning activities
Manipulative therapy
Medical Education and Training
Physical therapy
Public speaking
Qualitative research
Rehabilitation
rehabilitation medicine
rheumatology
Seminars
Skills
Students
Systematic review
Teaching
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:ObjectiveTo explore the experience of using audience response systems (ARS) in postgraduate physiotherapy training.DesignQualitative interview study following the ‘reflexive thematic analysis’ by Braun and Clarke.SettingHigher education university.ParticipantsTen Italian students (60% men, N=6; 40% women, N=4) agreed to partake in the interviews.ResultsWe generated four themes. Specifically, the ARS were perceived: (1) as a ‘Shared Compass’ (theme 1) between the student and the lecturers to monitor and modify the ongoing students’ learning journey; (2) useful to ‘Come Out of Your Shell’ (theme 2) as they help students to overcome shyness and build a team with peers; (3) as ‘A Square Peg in a Round Hole’ (theme 3) as they should not be used in situations that do not suit them; (4) as ‘Not Everyone’s Cup of Tea’ (theme 4) as mixed opinions among ARS’ utilities were found under some circumstances (eg, memorisation process and clinical reasoning).ConclusionPhysiotherapy lecturers must use ARS critically, respecting when (eg, not at the end of the lesson) and how to propose them, keeping in mind that some skills (eg, practical ones) might not benefit from their use. Moreover, they need to consider that the ARS are not a tool for everyone, so ARS must be integrated into a multimodal teaching paradigm.
ISSN:2044-6055
2044-6055
DOI:10.1136/bmjopen-2023-073025