Abstract:
Objective: To evaluate the impact of using online practice quizzes as accessory learning tool on academic performance of medical students. Study Design: Quasi Experimental Study Place and Duration: Physiology Department of CMH Multan Institute of Medical Sciences, Multan, from 15th January, 2019 to 15th March, 2019 Methodology: Two unsupervised digital quizzes were conducted before Physiology class test of 1st year MBBS. Volunteers attempting practice quizzes were regarded as “Experimental group” (n=51), while rest of the class was included in “Control group” (n=38). Short essay questions (SEQs) in the summative class test were classified as “Category A,” (from already tested topics) and “Category B” (from rest of the syllabus). Scores of practice quizzes and class test (SEQs and MCQs) were obtained for statistical analysis. Results: Experimental group (who had attempted practice quiz) scored significantly higher in Category A SEQs (p=0.01), Category B SEQs (p=0.001) and MCQs (p=0.04), as compared to the Control group. Moreover, Experimental group scored significantly higher (p=0.001) in Category A SEQs (from already tested topics) as compared to Category B SEQs (from rest of the syllabus). We also found certain predictive validity of practice quiz score for summative assessment scores. Conclusion: Online practice quizzes used as structured formative assessment can act as an accessory learning tool for the medical students.
Page(s):
30-33
DOI:
DOI not available
Published:
Journal: Isra Medical Journal, Volume: 12, Issue: 1, Year: 2020
Keywords:
Teaching methods
,
Educational status
,
Test taking skills
,
Experimental design
,
Assessments