1. Dr Margaret O’Donoghue
Assistant Professor,
Clinical Microbiology and Infection Control,
School of Nursing, PolyU

2. Using Clickers and similar technology as pedagogical tools
Peer Instruction
Using Clickers and similar technology as pedagogical tools

3. Research based, student-centred
For active learning
Developed in 1990’s by Eric Mazur, Harvard University
Flipped learning approach
Teaching by questioning rather than teaching by transfer of information

4. Clinical Microbiology
Aim: to show that peer instruction can be used for fact-based subject content as well as for broader philosophical questions
But the question must be designed in a way that it provokes thought!

5. Year I of a pre-registration graduate programme in nursing.
Approx 38 students
Students from a range of different backgrounds –many with no prior science/biology knowledge

6. Students are asked to prepare beforehand either individually or as a group
Read lecture notes
Or watch a presentation

7. In my example did not do this –not a totally flipped classroom but can still use Clickers in a meaningful way

8. Format of the Peer Instruction process
Ask a question
Allow time to think about the question (individually)
Commit to an answer

9. Format of the Peer Instruction process
POLL

10. If the question is good –they should be some conflicting answers (e. g
If the question is good –they should be some conflicting answers (e.g. 50/50 split)

11. Discuss with peers
Poll again
Wrap up with explanation

12. ConcepTests (Clicker questions)
Key to successful PI initiative
Must be designed to test students understanding of a particular concept and stimulate discussion
Must not simply be a test of knowledge (choose correct answer from A,B,C,D) Has to be thought provoking without being too difficult or just “tricky”
Should force the students out of their comfort zone

13. Important to ask a question that goes beyond memorization

14. How do you know if you have a good question?
If between 30-70% answer 1-2 questions then probably a good question
If <30% answer the question correctly --->
Too difficult-revise and try again
If >70% answer the question correctly on the first attempt  too easy. No benefit to discussion here.

15. Primary septicaemia may be caused by: a. Diphtheroids b
Primary septicaemia may be caused by: a. Diphtheroids b. Bacillus species c. Salmonella typhi D. Staphylococcus epidermidis e. Candida albicans

16. https://www.youtube.com/watch?v=yBQUC3hVa kw

22. Did not use as a polling tool to take attendance- used as an “engagement tool”
Did not assess
Focus on the learning process rather than “getting it right”

23. Advantages Engaging the students in active learning
Two way flow of information:
Teacher to student
Student to teacher –therefore instant feedback
Encourages creative/critical thinking and risk taking by the students
Encourages self efficacy- builds confidence

24. Studies have shown triple the learning gain
Actively involves the students in the learning process
It’s easier to sit passively!

25. Worked well in a small class of ~ 38 but can also be very effective in a large classes/mass lectures -really was able to reach the class and engage them
“Peer” key term here –they understand the difficulties of a beginning learner

26. In summary Lectures focus on information transfer
Clickers /Peer Instruction offers a simple method of
moving from passive to active learning
moving away from “the sage on the stage” but without reducing the value of a teacher’s role
Allows the teacher to focus on the hard parts with the students
Doesn’t have to be complicated

27. References
Eric Mazur. PEER INSTRUCTION: A User's Manual. Prentice Hall Series in Educational Innovation, Upper Saddle River, NJ ©1997
How to write and evaluate effective questions: Best Practices in Peer Instruction. w-to-write-and-evaluate-effective-questions- best-practices-in-peer-instruction/