Novel Method to Manage Student Questions in the Anatomy Laboratory Using a Virtual Meeting Platform.

Large class sizes and often few instructors in anatomy courses make it challenging for student laboratory groups to have their questions addressed in a timely manner. Instructors are often unaware of the number of requests for assistance, as well as the order in which assistance is requested, and students often spend a long time waiting for an instructor to become available. As a result of brainstorming with some of our students, a call button system of sorts was suggested.

The effect of differing Audience Response System question types on student attention in the veterinary medical classroom.

The purpose of this study was to evaluate the ability of specific types of multiple-choice questions delivered using an Audience Response System (ARS) to maintain student attention in a professional educational setting. Veterinary students (N=324) enrolled in the first three years of the professional curriculum were presented with four different ARS question types (knowledge base, discussion, polling, and psychological investment) and no ARS questions (control) during five lectures presented by 10 instructors in 10 core courses. Toward the end of the lecture, students were polled to determine the relative effectiveness of specific question types.