Evaluating student perceptions of image-based audience response questions in medical education
- 1Department of Basic Science, California Northstate University College of Medicine
- 2Department of Clinical and Administrative Sciences, California Northstate University College of Pharmacy
- 3Department of Medical Education, University of California Merced
Abstract
Audience response systems have been extensively utilized in medical and pharmacy education to improve learner engagement and knowledge retention. Unlike traditional ARSs that utilize text-based multiple-choice questions Hotspot is an image-based ARS integrated into PointSolutions that allows students to answer questions by selecting areas of interest on images and figures, rather than choosing from multiple-choice options. The purpose of this study was to evaluate student perceptions of integrating Hotspot into pharmacology and biomedical curricula, including perceived engagement, learning reinforcement, usability and preferences relative to traditional MCQs. Faculty at California Northstate University incorporated Hotspot questions into the lectures of first- and second-year courses across three matriculating classes. Following these sessions, students completed an anonymous survey. Survey items assessed student perceptions of engagement, perceived learning, and ease of use on a seven-point Likert scale. Learners reported that Hotspot technology made it easier to pay attention during lectures (median Likert score of six out of seven [interquartile range (IQR) 5–7]; n = 99). They felt the questions were a good use of class time (6 out of 7 [interquartile range 6–7]; n = 99) and indicated that the interactive format challenged them and reinforced their understanding better than MCQs (6 out of 7 [IQR 5–7]; n = 99). Overall, learners expressed a preference for Hotspot over traditional MCQs and reported that this approach was more engaging. These findings support the feasibility and learner acceptability of incorporating image-based active learning strategies and provide evidence to support the adoption of innovative instructional approaches in medical and pharmacology education.
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BibTeX
@article{pourmoghadam2026evaluating,
title = {{Evaluating student perceptions of image-based audience response questions in medical education}},
author = {Yashar Pourmoghadam and Welly Mente and Lindsay Hewitt and Kaila Polizzi and Emily H. Tran and Kenneth Thai and Hannah Chang and Tianyu Luo and John K. Cusick and Valerie A. Gerriets},
journal = {Frontiers in Pharmacology},
year = {2026},
month = oct,
doi = {10.3389/fphar.2026.1960739},
url = {https://www.frontiersin.org/articles/10.3389/fphar.2026.1960739/full},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Evaluating student perceptions of image-based audience response questions in medical education
AU - Yashar Pourmoghadam
AU - Welly Mente
AU - Lindsay Hewitt
AU - Kaila Polizzi
AU - Emily H. Tran
AU - Kenneth Thai
AU - Hannah Chang
AU - Tianyu Luo
AU - John K. Cusick
AU - Valerie A. Gerriets
PY - 2026
DA - 2026/10/13
JO - Frontiers in Pharmacology
DO - 10.3389/fphar.2026.1960739
UR - https://www.frontiersin.org/articles/10.3389/fphar.2026.1960739/full
AB - Audience response systems have been extensively utilized in medical and pharmacy education to improve learner engagement and knowledge retention. Unlike traditional ARSs that utilize text-based multiple-choice questions Hotspot is an image-based ARS integrated into PointSolutions that allows students to answer questions by selecting areas of interest on images and figures, rather than choosing from multiple-choice options. The purpose of this study was to evaluate student perceptions of integrating Hotspot into pharmacology and biomedical curricula, including perceived engagement, learning reinforcement, usability and preferences relative to traditional MCQs. Faculty at California Northstate University incorporated Hotspot questions into the lectures of first- and second-year courses across three matriculating classes. Following these sessions, students completed an anonymous survey. Survey items assessed student perceptions of engagement, perceived learning, and ease of use on a seven-point Likert scale. Learners reported that Hotspot technology made it easier to pay attention during lectures (median Likert score of six out of seven [interquartile range (IQR) 5–7]; n = 99). They felt the questions were a good use of class time (6 out of 7 [interquartile range 6–7]; n = 99) and indicated that the interactive format challenged them and reinforced their understanding better than MCQs (6 out of 7 [IQR 5–7]; n = 99). Overall, learners expressed a preference for Hotspot over traditional MCQs and reported that this approach was more engaging. These findings support the feasibility and learner acceptability of incorporating image-based active learning strategies and provide evidence to support the adoption of innovative instructional approaches in medical and pharmacology education.
SN - 1663-9812
ER -