Improving Knowledge Retention using KEEpad

Abstract

INTRODUCTION: Knowledge retention following didactic teaching decays at an undesirable rate. The use of audience response systems (ARSs) has been suggested to improve and facilitate learning in a didactic lecture setting by increasing student participation, giving instant feedback, and improving knowledge retention. METHOD: 93 undergraduate medical students attended lectures incorporating the use of the ARS KEEpad. KEEpad was used to ask the students an MCQ before the lecture to assess prior knowledge; at the end of the lecture assessing understanding; and 5 weeks later assessing knowledge retention. Evaluation forms completed by students included 2 questions on the use of KEEpad; The KEEpad audience response system gives me feedback on my progress and The KEEpad audience response system supports the learning experience. RESULTS: 40% of the class selected the correct answer using the ARS, showing a moderate degree of prior knowledge. At the end of the lecture the percentage of students choosing the correct answer increased to 79%. Five weeks later the percentage of students selecting the correct answer was 60%. The evaluation forms showed student satisfaction regarding use of the ARS was 100% and 98% respectively. CONCLUSION: The use of the ARS allowed us to show that learning occurred during the didactic lecture and recall rate was 77% after 5 weeks, considerably higher than the literature suggests. Students' satisfaction on the use of the ARS for feedback and the learning experience during lectures was extremely high.