Adjusting curricula for the modern age: Can face-to-face live polling be transferred effectively to an online learning environment in physiology education?

With the worldwide educational environment changing due to current events, it is important to determine which learning activities might be transferrable between online and face-to-face teaching. This has challenged tertiary educators to find techniques that can promote equal engagement during multi-modal sessions, regardless of whether the students are online or physically present in the class. One such method, formative assessment using live polling, may be a suitable option where this can occur. This study investigated health science and medical student perceptions of using the live polling platform, Kahoot!, as a physiology assessment tool in either a face-to-face class, or when the class was delivered online. A total of 174 participants studying health science and medicine utilised Kahoot! in either face-to-face or online during live sessions, and their experiences and perceptions were recorded. Overall, students enjoyed the live polling platform, with no significant differences between those studying face-to-face (n = 72) or online (n = 102). Several themes emerged from qualitative analysis of written responses, such as live polling being enjoyable, engaging, and a good revision and learning tool. This study presents live polling as a suitable method of instruction that is not impacted by the mode of delivery in a health science and medical course. For educators using multi-modal delivery or presenting classes that may be delivered both online and face-to-face, live polling is an ideal instrument to provide a consistent and engaging experience to both cohorts.