Fig. 1

Student recruitment process and study design. Two-hundred and ninety four students consented to participate in the study. There were six MDTs in total in which three involved the use of the “clickers” and three did not. After each MDT, students were asked to answer the same five MCQs, as those presented in class, again online via the virtual learning environment. Each MCQ was worth two marks so the highest possible grade achievable was ten marks. Statistical analysis on student grades from the online quizzes was performed to assess the impact of the “clickers” on knowledge retention. Students then completed a survey to determine attitudes to the teaching environment and use of the devices. Student demographics of those in attendance (n = 161) on the day of the survey were also collected from student records