Use of Exit Tickets and Audio Feedback in a Psychology and Communication subject: an exploratory pilot study.
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Date
2025-11-20
Authors
Granda-Piñán, Amelia R.
Navalón, Pablo
Rojo Bofill, Luis Miguel
Martín-Moreno, Belén S.
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Murcia, Servicio de Publicaciones
Abstract
Introducción: El Ticket de Salida (TS) es una herramienta eficaz de evaluación formativa que seutiliza habitualmente al final de una clase para valorar tanto la comprensión conceptual como lasatisfacción metodológica, lo que permite al profesorado ajustar el contenido y las estrategias deenseñanza en consecuencia. Sin embargo, el uso y la evaluación de los TS en la enseñanza deCiencias de la Salud han recibido poca atención. Este estudio piloto examina la participación delalumnado de Ciencias de la Salud en un TS digital complementado con explicaciones adicionales yevalúa su percepción de la herramienta. Metodología: Se implementó un TS digital anónimodurante cinco sesiones teóricas voluntarias del curso de Psicología y Comunicación del Grado enOdontología de la Universidad de Valencia (curso académico 2024-2025; n = 75). Se pidió alalumnado que indicara un concepto que había aprendido y otro que no había comprendido. Elconcepto menos comprendido de cada sesión se abordó posteriormente mediante una explicaciónde audio en línea proporcionada antes de la siguiente clase. Posteriormente, 54 estudiantescompletaron un cuestionario con escala Likert de 4 puntos para evaluar la estrategia. Resultados:Un promedio de 30,6 estudiantes asistieron a las clases y el 78,2% completó la herramienta deevaluación. Entre éstos, el 89,1% había asistido a las sesiones y valoraron positivamente la utilidadde la herramienta (mediana = 3). Los estudiantes indicaron que la herramienta facilitó la reflexiónsobre el aprendizaje y mejoró la comunicación con el profesor, lo que contribuyó a mejorar lapráctica pedagógica. El 18,9% de los estudiantes escuchó las grabaciones de audio complementariasdurante las primeras semanas y las consideraron útiles. Conclusión: La implementación de estaherramienta de evaluación sugiere su potencial para promover la reflexión metacognitiva y apoyaruna comunicación fluida y formativa entre estudiantes y profesores. Esta estrategia parece permitirla rápida adaptación de la enseñanza a las necesidades de los estudiantes. Las investigacionesfuturas deberían explorar su escalabilidad, su aplicabilidad a otras asignaturas y su impacto directoen los resultados del aprendizaje.
Introduction: The evolution of higher education demands strategies that foster active studentengagement and enable continuous feedback. The Exit Ticket (ET) is an effective formativeassessment tool typically used at the end of a lesson to gauge both conceptual understanding andmethodological satisfaction, thereby allowing instructors to adjust content and teaching strategiesaccordingly. However, the use and evaluation of ETs in Health Sciences education have receivedlimited attention. This pilot study examines the participation of Health Sciences students in a digitalET supplemented with additional explanations, and assesses their perception of the tool.Methodology: An anonymous digital ET was implemented during five voluntary theoreticalsessions of the Psychology and Communication course in the Dentistry Degree programme at theUniversity of Valencia (academic year 2024–2025; n = 75). Students were asked to indicate oneconcept they had learned and one they had not understood. The least understood concept of eachsession was subsequently addressed through an online audio explanation provided before thefollowing lesson. Afterwards, 54 students completed a 4-point Likert-scale questionnaire toevaluate the strategy. Results: An average of 30.6 students attended the lessons, of whom 78.2%completed the ET. Among the students who responded to the evaluation survey, 89.1% hadattended the sessions, and they rated the usefulness of the ET positively (median = 3 across allagreement items). Students reported that the tool facilitated learning reflection and enhancedcommunication with the instructor, thereby improving pedagogical practice. Additionally, 18.9% ofsurveyed students listened to the supplementary audio recordings during the first weeks, and all ofthem considered these explanations useful. Conclusion: The pilot implementation of the digital ETsuggests its potential in Health Sciences education to promote metacognitive reflection and supportfluid, formative communication between students and instructors. This strategy appears to enablethe rapid adaptation of teaching to student needs. Future research should explore its scalability,applicability to other subjects, and direct impact on learning outcomes.
Introduction: The evolution of higher education demands strategies that foster active studentengagement and enable continuous feedback. The Exit Ticket (ET) is an effective formativeassessment tool typically used at the end of a lesson to gauge both conceptual understanding andmethodological satisfaction, thereby allowing instructors to adjust content and teaching strategiesaccordingly. However, the use and evaluation of ETs in Health Sciences education have receivedlimited attention. This pilot study examines the participation of Health Sciences students in a digitalET supplemented with additional explanations, and assesses their perception of the tool.Methodology: An anonymous digital ET was implemented during five voluntary theoreticalsessions of the Psychology and Communication course in the Dentistry Degree programme at theUniversity of Valencia (academic year 2024–2025; n = 75). Students were asked to indicate oneconcept they had learned and one they had not understood. The least understood concept of eachsession was subsequently addressed through an online audio explanation provided before thefollowing lesson. Afterwards, 54 students completed a 4-point Likert-scale questionnaire toevaluate the strategy. Results: An average of 30.6 students attended the lessons, of whom 78.2%completed the ET. Among the students who responded to the evaluation survey, 89.1% hadattended the sessions, and they rated the usefulness of the ET positively (median = 3 across allagreement items). Students reported that the tool facilitated learning reflection and enhancedcommunication with the instructor, thereby improving pedagogical practice. Additionally, 18.9% ofsurveyed students listened to the supplementary audio recordings during the first weeks, and all ofthem considered these explanations useful. Conclusion: The pilot implementation of the digital ETsuggests its potential in Health Sciences education to promote metacognitive reflection and supportfluid, formative communication between students and instructors. This strategy appears to enablethe rapid adaptation of teaching to student needs. Future research should explore its scalability,applicability to other subjects, and direct impact on learning outcomes.
Description
Keywords
Exit Ticket , Higher education , Feedback , Innovación educativa , Educación superior , Innovative education
Citation
Martín-Moreno, B. S., Granda-Piñán, A. R., Navalón, P., & Rojo Bofill, L. M. (2025). Uso de Exit Tickets y Feedback por Audio en una asignatura de Psicología y Comunicación: un estudio piloto exploratorio. Revista Española De Educación Médica, 6(6).
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