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% 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.

Automated summary

This qualitative study explored the experience of using audience response systems (ARS) in postgraduate physiotherapy training. The study found that ARS were perceived as a shared compass between students and lecturers, useful for overcoming shyness and building teamwork, but were not suitable for all situations. The findings suggest that physiotherapy lecturers should use ARS critically and integrate them into a multimodal teaching paradigm.