دورية أكاديمية
Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course.
| العنوان: | Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course. |
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| المؤلفون: | McNulty JA; Program in Cell Biology, Neurobiology and Anatomy, Stritch School of Medicine, Loyola University Chicago, Maywood, Illinois; Ralph P. Leischner Jr., M.D. Institute for Medical Education, Stritch School of Medicine, Loyola University Chicago, Maywood, Illinois., Espiritu BR, Hoyt AE, Ensminger DC, Chandrasekhar AJ |
| المصدر: | Anatomical sciences education [Anat Sci Educ] 2015 Jan-Feb; Vol. 8 (1), pp. 37-44. Date of Electronic Publication: 2014 Mar 04. |
| نوع المنشور: | Comparative Study; Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: John Wiley & Sons, Inc Country of Publication: United States NLM ID: 101392205 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1935-9780 (Electronic) Linking ISSN: 19359772 NLM ISO Abbreviation: Anat Sci Educ Subsets: MEDLINE |
| أسماء مطبوعة: | Original Publication: Hoboken, N.J. : John Wiley & Sons, Inc. |
| مواضيع طبية MeSH: | Anatomy/*education , Education, Medical, Undergraduate/*methods , Educational Measurement/*methods , Teaching/*methods, Curriculum ; Feedback, Psychological ; Humans ; Students, Medical/psychology |
| مستخلص: | Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. We conducted two separate studies to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. In the first study, providing a single on-line practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r = 0.42 and r = 0.24). When students were provided multiple practice quizzes with feedback (second study), there were weak correlations between the frequency of use and performance on each summative examination (r = 0.17 and r = 0.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes over time. We conclude that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations. (© 2014 American Association of Anatomists.) |
| فهرسة مساهمة: | Keywords: examinations; formative assessment; gross anatomy education; medical education; online examination; practice tests; study tools; summative assessment |
| تواريخ الأحداث: | Date Created: 20140306 Date Completed: 20150909 Latest Revision: 20220331 |
| رمز التحديث: | 20240628 |
| DOI: | 10.1002/ase.1442 |
| PMID: | 24596276 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1935-9780 |
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| DOI: | 10.1002/ase.1442 |