Using technology to promote active learning in biomedical engineering

This paper evaluates previous uses of Personal Response Systems (PRS) and the pedagogical rationale associated to the different uses. We illustrate the use of PRS systems in two different courses: Systems Physiology and Thermodynamics. We describe the motivation to use PRS as well as the pedagogical methods associated with PRS use in the courses. The main goal of the study is to evaluate the relationships between students' use of PRS and learning outcomes. We used two measures to evaluate students' use of the PRS system. A Response index was calculated as the percentage of questions answered. A second index, Correct Response index was calculated by dividing the number of correct answers by the number of questions attempted. Learning outcomes were assessed using exam grades and final course grade. Students' perceptions relative to PRS use in the course were measured using a questionnaire. We found a positive and significant relationship between PRS Response index and course performance for both courses. We conclude by comparing and evaluating the differences found in the results from both courses.