Impact of Audience Response System in Enhancing Teaching of Anatomy and Physiology for Health Sciences Students at King Saud bin Abdulaziz University for Health Sciences

Ahmaed Baashar,1,2 Raju Suresh Kumar,1,2 S M Irshad Akhtar,1,2 Sarah M Alyousif,2– 4 Abdulaziz I Alhassan,2,3 Nada Townsi2,5 1Department of Basic Science, College of Sciences and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia; 2King Abdullah International Medical Research Center, Jeddah, Saudi Arabia; 3Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia; 4Department of Pharmaceutical Care, Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia; 5Department of Pediatric, Ministry of the National Guard - Health Affairs, Jeddah, Saudi ArabiaCorrespondence: Ahmaed Baashar, Department of Basic Science, College of Sciences and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia, Tel +9661222 46666 Ext: 45529, Fax +96692000 8668 Ext: 45529, Email baashara@ksau-hs.edu.saPurpose: Instructional methods that offer students’ opportunity for engagement are essential to develop an active learning environment. This paper aims (1) to assess whether the use of an Audience Response System (ARS) during anatomy and physiology lectures improves students’ engagement, knowledge retention and academic achievement and (2) to evaluate the feasibility of introducing ARS as a formative tool from both instructors’ and students’ perspectives.Materials and Methods: This quasi-experimental study was conducted across ten lectures for the second-year Pre-Applied Medical Science (PAMS) and Pre-Medical (PMED) students at the College of Sciences and Health Professions, King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Jeddah, Saudi Arabia. The ARS was integrated into five lectures, whereas the remaining were conducted without ARS. A comparison of the immediate post-lecture and prior laboratory session quiz scores between the lectures with and without ARS was performed using an independent sa