Fig. 1

Study Design and results. a In the seminar series, 154 students of medicine in nine seminar groups (A-I) were instructed in the same topics. When the students in seminar Groups A-D were instructed in topic 1, they answered interactive questions using the audience response system (ARS), while topic 2 was taught without this interactive part. This design was flipped in seminar groups E-I. We analysed the impact of the audience response system on the results of the final summative assessment. b The results of the summative assessment were independent of the use of the audience response system (ARS). Shown is the mean % (± SEM) of correct answers given by students in the summative assessment for the respective topic for which the audience response system was used during teaching (with ARS, 82.1% ± 1.7%) and for the respective topic for which no audience response system was used (without ARS, 82.2% ± 1.9%). There was no difference between both groups (paired t-test, p = 0.98). c Questions of students in relation to the use of an audience response system. When no audience response system (ARS) was used the students tendentially (p = 0.055) asked more questions (13.4 ± 2.0) than in seminars in which the ARS was employed (7.4 ± 2.0). Mean ± SEM