engleski

Daily mini quizzes as means for improving student performance in anatomy course

Aim. To assess the value of daily written 10-question quizzes in a medical anatomy course, as a way to integrate assessment into the course and provide students with continuous feedback. Methods. Scores of 8/10 or higher were awarded 0.5 points per 34 quizzes (maximum point score 17.5). Measurable outcomes of academic progress in anatomy course (pass rates on four examination terms, total pass rate and average marks) were calculated, and 2007/08 academic year was compared with the previous 2006/07 academic year when daily written quizzes were not a part of the course. The relationship between cumulative points on daily quizzes and 3 components of the final examination (written, practical and oral) for 2007/08 academic year was assessed by nonparametric correlation testing. Results. Individual scores on 34 quizzes ranged from 1.5 to 13.5 points. There was a positive correlation between scores on quizzes and 3 components of the final examination: written (Spearman&#8217; s rho = 0.784, P<0.001, n=79), practical (Spearman&#8217; s rho = 0.342, P<0.002, n=79) and oral (Spearman&#8217; s rho = 0.683, P<0.001, n = 79) part. Students attending the course with daily quizzes had statistically significant improvements in academic achievement, expressed as pass rate at the first examination term and the average course grade, then the students from previous academic year without daily quizzes. Conclusion. Despite their frequency and possible associated stress, daily quizzes were associated with better academic success of students in anatomy course.

Anatomy; daily quizzes; reward system; assessment; examination; medical education

nije evidentirano