Use of audience response systems (ARS) in physiotherapists’ training: a qualitative study
Objective To explore the experience of using audience response systems (ARS) in postgraduate physiotherapy training.Design Qualitative interview study following the ‘reflexive thematic analysis’ by Braun and Clarke.Setting Higher education university.Participants Ten Italian students (60% men, N=6;...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMJ Publishing Group
2023-08-01
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| Series: | BMJ Open |
| Online Access: | https://bmjopen.bmj.com/content/13/8/e073025.full |
| _version_ | 1797739195392851968 |
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| author | Marco Testa Simone Battista Gianluca Bertoni Evelin Marchesini Francesca Elena Zanchettin Michele Crestini |
| author_facet | Marco Testa Simone Battista Gianluca Bertoni Evelin Marchesini Francesca Elena Zanchettin Michele Crestini |
| author_sort | Marco Testa |
| collection | DOAJ |
| description | Objective To explore the experience of using audience response systems (ARS) in postgraduate physiotherapy training.Design Qualitative interview study following the ‘reflexive thematic analysis’ by Braun and Clarke.Setting Higher education university.Participants Ten Italian students (60% men, N=6; 40% women, N=4) agreed to partake in the interviews.Results We 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).Conclusion Physiotherapy 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. |
| first_indexed | 2024-03-12T13:54:52Z |
| format | Article |
| id | doaj.art-51be1e17dc0c4a798fffee4e43335df3 |
| institution | Directory Open Access Journal |
| issn | 2044-6055 |
| language | English |
| last_indexed | 2024-03-12T13:54:52Z |
| publishDate | 2023-08-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Open |
| spelling | doaj.art-51be1e17dc0c4a798fffee4e43335df32023-08-22T17:10:08ZengBMJ Publishing GroupBMJ Open2044-60552023-08-0113810.1136/bmjopen-2023-073025Use of audience response systems (ARS) in physiotherapists’ training: a qualitative studyMarco Testa0Simone Battista1Gianluca Bertoni2Evelin Marchesini3Francesca Elena Zanchettin4Michele Crestini5Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, ItalyDepartment of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genova, Campus of Savona, Savona, ItalyDepartment of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, ItalyDepartment of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, ItalyDepartment of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, ItalyDepartment of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, ItalyObjective To explore the experience of using audience response systems (ARS) in postgraduate physiotherapy training.Design Qualitative interview study following the ‘reflexive thematic analysis’ by Braun and Clarke.Setting Higher education university.Participants Ten Italian students (60% men, N=6; 40% women, N=4) agreed to partake in the interviews.Results We 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).Conclusion Physiotherapy 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.https://bmjopen.bmj.com/content/13/8/e073025.full |
| spellingShingle | Marco Testa Simone Battista Gianluca Bertoni Evelin Marchesini Francesca Elena Zanchettin Michele Crestini Use of audience response systems (ARS) in physiotherapists’ training: a qualitative study BMJ Open |
| title | Use of audience response systems (ARS) in physiotherapists’ training: a qualitative study |
| title_full | Use of audience response systems (ARS) in physiotherapists’ training: a qualitative study |
| title_fullStr | Use of audience response systems (ARS) in physiotherapists’ training: a qualitative study |
| title_full_unstemmed | Use of audience response systems (ARS) in physiotherapists’ training: a qualitative study |
| title_short | Use of audience response systems (ARS) in physiotherapists’ training: a qualitative study |
| title_sort | use of audience response systems ars in physiotherapists training a qualitative study |
| url | https://bmjopen.bmj.com/content/13/8/e073025.full |
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