An anonymous survey was sent to 38 residents and 57 attending physicians to gauge their attitudes regarding the use of an ARS in resident lectures using a 5-point, Likert-type scale (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, and 5 = strongly agree).
A total of 30 of 38 residents (78.9 % ) and 26 of 57 attending radiologists (45.6 % ) responded. Residents viewed the incorporation of an ARS into lectures positively, replying that they learned better from lectures incorporating an ARS (mean, 4.03; 95 % confidence interval [CI], 3.74-4.32), felt more comfortable answering questions using it (mean, 4.53; 95 % CI, 4.25-4.81), and were more likely to attend a lecture that incorporated its use (mean, 3.70; 95 % CI, 3.37-4.03). The use of an ARS by attending physicians was limited (9 of 26 [34.6 % ]), with respondents citing a lack of adequate training. Those attending physicians who used it viewed the system positively, stating that residents were more engaged when they used an ARS (mean, 4.33; 95 % CI, 3.87-4.79). An ARS somewhat helped the faculty members gauge resident understanding of the lecture material (mean, 3.67; 95 % CI, 2.95-4.40) and prepare future lectures (mean, 3.33; 95 % CI 2.68-3.98).
Both residents and attending physicians favorably view audience response technology as a means to enhance education in didactic and case-based settings. Increased training on how to incorporate its use into teaching may drive additional utilization.