Medizinische Universität Graz - Research portal
Selected Publication:
SHR Neuro Cancer Cardio Lipid Metab Microb
Hofer, E; Haas, J; .
The deployment of interactive presentation media in medical physics and biophysics: a novel approach to improve quality and dynamics of plenary lectures.
BIOMED ENG-BIOMED TECH. 2014; 59: S1226-S1229.
Web of Science
- Leading authors Med Uni Graz
- Hofer Ernst
- Co-authors Med Uni Graz
- Haas Josef
- Altmetrics:
- Abstract:
- Interactive whiteboard (IWB) technology has infiltrated education at a primary and secondary level during the last decade. Higher education at a university level was less or not affected by this development in education. The benefit of IBW specifically when teaching science is seen critically and ambivalent. We used interactive pen controlled mobile devices combined with a novel format of presentation handouts within a peer reviewed lecture project of physics in medicine. The goal of the project was a) to align presentation velocity of the teacher with the velocity of reading, writing and making annotations in the audience, b) to make presentation more flexible and dynamic allowing spontaneous changes and adds and c) to evaluate how this effort is seen by the peer and by the students. The peer group consisted of 9 academic members from different disciplines and of 13 student members. The peer group as well as 131 students from the audience evaluated a lecture serie of twelve one-hour lectures given in electricity and bioelectricity. A feedback form of 25 questions was filled out from the peers as well as from the students. The use of the interactive tablet combined with adequate handouts and with an enhanced communication between lecturer and the audience was judged most positive by all participants. The highest scores were obtained with the topics course material, communication, technology. The positive effect was stronger in experienced students and peers, weaker in students with low precourse knowledge, possibly indicating that the combination of knowledge transfer and technology was to demanding. With respect to gender, the results of the que-tionnaire showed a significant improvement of knowledge for both sexes, whereas female students started at a lower level of preknowledge. No gender gap was observed for the other questions.