Optional online quizzes increase student success on exams in an undergraduate human anatomy course
Notice bibliographique
Résumé
Background Repeated testing of material through online quizzing has been shown to improve student test scores in medical school human anatomy courses, however this has not been examined in undergraduate students. Since many undergraduate human anatomy programs do not have access to cadaveric material for learning/assessment, virtual dissection and related testing could be a successful alternative. Objective The present study examined student success on a midterm and final exam following two optional online quizzes covering similar material as the exams in an upper level undergraduate regional human anatomy course. Quiz questions were developed from virtual dissection labs which all students completed. We hypothesized that students who chose to complete the optional quizzes would be more successful on the exams, regardless of their level of success on the quizzes. Methods 113 kinesiology and physical therapy students, in their third or fourth year of undergraduate study, were enrolled in a Regional Human Anatomy course over the fall of 2014 or winter of 2015. All students wrote a midterm and final exam, and had the option to also complete two online quizzes, each worth 10% of the final grade and incorporating bell‐ringer style, timed, questions relating to a virtual dissection image. If students chose not to complete Quiz 1, that 10% would be applied to the midterm, and if they chose not to complete Quiz 2, that 10% would be applied to the final exam. The material covered in the quizzes was the same as that on the corresponding exams. Students were free to choose to do both quizzes, one quiz, or none. Results 56 students chose to complete at least one quiz, while 57 did not complete any quizzes. Students who completed Quiz 1 were more successful on the midterm (77.1 ± 13.4 compared to 72.4 ± 14.9%, p < 0.05) and students who completed Quiz 2 were more successful on the final exam (71.2 ± 16.9 compared to 60.9 ± 15.9%, p < 0.05, compared to those students who did not complete the respective quizzes. Conclusions Completion of optional online quizzes improves student success on exams covering similar material in an undergraduate human anatomy course. For undergraduate courses with or without a laboratory component, this may be a useful method to improve student retention and test scores. Support or Funding Information Supported by a Dean's Catalyst e‐Learning Grant, Faculty of Health, York University
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».