2021 journal article
Use of Top Hat Audience Response Software in a Third-Year Veterinary Medicine and Surgery Course
JOURNAL OF VETERINARY MEDICAL EDUCATION, 48(1), 27–32.
author keywords: audience response; learning technology; diagnostic imaging
MeSH headings : Animals; Curriculum; Education, Veterinary; Educational Measurement; Humans; Learning; Software; Students; Teaching
TL;DR:
The software was used in a multi-specialty, multi-instructor medicine and surgery course in the third year of a veterinary curriculum and allowed rapid identification of areas of student knowledge and misunderstandings, which facilitated the direction of further discussion and clarification of important learning issues.
(via Semantic Scholar)
UN Sustainable Development Goal Categories
4. Quality Education
(Web of Science; OpenAlex)
Source: Web Of Science
Added: March 22, 2021
Audience response devices are useful tools that can improve student engagement and learning during instructional sessions. The purpose of this article is to describe our experience with a new cloud-based application known as Top Hat, which includes audience response tools in its application suite. The software was used in a multi-specialty, multi-instructor medicine and surgery course in the third year of a veterinary curriculum. In addition to standard multiple-choice and short-answer questions, Top Hat has several unique question types and methods of displaying the responses given. These include displaying free-text responses in a word cloud format and a “click-on-target” question type that allows students to indicate their response by clicking on a location within an image. Responses for this latter question type are displayed in a heat map format. A discussion tool is also available, which allows students to respond, read other students’ responses in real time, and then reply again if warranted. This feature also supports drawing-based responses. The variety of question types was very useful in keeping students engaged during teaching sessions, giving this application several advantages over systems that are limited to multiple-choice questions only. In addition, the application allowed rapid identification of areas of student knowledge and misunderstandings, which facilitated the direction of further discussion and clarification of important learning issues.