Use of Exit Tickets and Audio Feedback in a Psychology and Communication subject: an exploratory pilot study.

Introduction: The evolution of higher education demands strategies that foster active student engagement and enable continuous feedback. The Exit Ticket (ET) is an effective formative assessment tool typically used at the end of a lesson to gauge both conceptual understanding and methodological satisfaction, thereby allowing instructors to adjust content and teaching strategies accordingly. However, the use and evaluation of ETs in Health Sciences education have received limited attention. This pilot study examines the participation of Health Sciences students in a digital ET supplemented with additional explanations, and assesses their perception of the tool. Methodology: An anonymous digital ET was implemented during five voluntary theoretical sessions of the Psychology and Communication course in the Dentistry Degree programme at the University of Valencia (academic year 2024–2025; n = 75). Students were asked to indicate one concept they had learned and one they had not understood. The least understood concept of each session was subsequently addressed through an online audio explanation provided before the following lesson. Afterwards, 54 students completed a 4-point Likert-scale questionnaire to evaluate 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% had attended the sessions, and they rated the usefulness of the ET positively (median = 3 across all agreement items). Students reported that the tool facilitated learning reflection and enhanced communication with the instructor, thereby improving pedagogical practice. Additionally, 18.9% of surveyed students listened to the supplementary audio recordings during the first weeks, and all of them considered these explanations useful. Conclusion: The pilot implementation of the digital ET suggests its potential in Health Sciences education to promote metacognitive reflection and support fluid, formative communication between students and instructors. This strategy appears to enable the rapid adaptation of teaching to student needs. Future research should explore its scalability, applicability to other subjects, and direct impact on learning outcomes.