Audience response systems as an interim measure of quality using Bloom’s taxonomy of learning outcomes

Authors

DOI:

https://doi.org/10.46542/pe.2022.221.331335

Keywords:

Audience response system, Bloom’s taxonomy, Interactive learning, Student’s perception

Abstract

Learning methods are transforming with the help of modern technology. The availability of versatile innovative technologies such as the audience response systems may assist in the transformation of learning and training methods in pharmacy education and consequently, increase student engagement and promote active learning. This review emphasises the audience response system as an assessment tool that can be emulated by pharmacy instructors. It can be implemented in the daily learning process to foster the wide engagement of students in the learning process. Furthermore, the shift in pharmacy education due to COVID-19 and the upsurge of online tools support the innovative role of audience response systems. The audience response system suits numerous interactive classroom purposes. A new generation of pharmacy students' transformational roles, future responsibilities, and emerging patient and societal needs dictate the need for interactive learning styles that encompasses the use of the current audience response system and other appropriate approved tools. The audience response system needs to be mapped with a revised version of Bloom’s taxonomy to ensure the learning outcomes are achieved in appropriate levels.

Author Biography

Asim Ahmed Elnour, Al Ain University, Abu Dhabi, United Arab Emirates

Program of Clinical Pharmacy, College of Pharmacy, Abu Dhabi Campus & AAU Health and Biomedical Research Center

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Published

2022-05-28

How to Cite

Elnour, A. A. (2022). Audience response systems as an interim measure of quality using Bloom’s taxonomy of learning outcomes. Pharmacy Education, 22(1), p. 331–335. https://doi.org/10.46542/pe.2022.221.331335

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Section

Short Report