ArticleCureus2024
Mentimeter Improves Student Engagement in Online Clinical Anatomy Revision Sessions: A Programme Evaluation.
Article in Cureus, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- A Bioscience Educators' Purpose in a Modern World.eNeuro · 2025Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background There is a need to develop evidence-based strategies to maximise student engagement in online learning contexts. Audience response systems (ARS) are well-established active learning tools that improve engagement in the face-to-face classroom, but they remain under-researched in the online context. Aims This study aimed to directly compare student engagement, perceptions and learning following clinical anatomy revision sessions including interactive questions asked using an ARS (Mentimeter) compared to interactive questions asked using videoconferencing interaction only. Materials and methods We designed a series of 11 online clinical anatomy revision sessions advertised to all undergraduate medical students at a UK university. Five of these sessions were randomised to include interactive questions asked using an ARS (Mentimeter), and the remainder included interactive questions asked using videoconferencing (Microsoft Teams) functionality only. Data on attendance and engagement were collected, and attendees were asked to complete an end-of-session survey and an end-of-session test of knowledge. Results On average, significantly more attendees engaged with each interactive question asked using Mentimeter compared to questions asked without (30.1% vs 6.4%; p=2.20×10
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.