scholarly journals Effect of Repeated/Spaced Formative Assessments on Medical School Final Exam Performance

2017 ◽  
Vol 3 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Edward K. Chang ◽  
Paul F. Wimmers
Keyword(s):  
Medical School ◽  
Formative Assessments ◽  
Exam Performance ◽  
Final Exam

scholarly journals On the Efficacy of Open Educational Resources

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Huimei Delgado ◽  
Michael Delgado ◽  
John Hilton III
Keyword(s):  
Positive Impact ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Exam Performance ◽  
Pell Grant ◽  
Large Sample Size ◽  
Educational Materials ◽  
Final Exam ◽  
And Control ◽  
The Impact

Open educational resources (OER), which are free and openly licensed educational materials, have been a widely discussed topic in response to high textbook costs, the need for more pedagogical flexibility, and inequality in access to educational materials. In this study we examine the efficacy of OER through a quantitative analysis of the impact of OER on student final exam performance in a large calculus course. Our dataset affords us a relatively large sample size, allows us to classify students in both treatment and control groups, and includes a variety of covariates that allow us to control for multiple correlated factors. We estimate causal treatment effects using several econometric approaches. Our study adds the following insights into the research on OER efficacy: (i) OER materials do not, in general, lead to any significant change in student final exam performance; and (ii) OER materials have a significantly positive impact on both international students and Pell Grant eligible students.

scholarly journals An Internet-Based Radiology Course in Medical School: Comparison of Academic Performance of Students on Campus Versus Those With Absenteeism Due to Residency Interviews (Preprint)

2017 ◽  
Author(s):  
Andrew George Alexander ◽  
Deborah Deas ◽  
Paul Eric Lyons
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Formal Education ◽  
Standardized Test ◽  
Medical Knowledge ◽  
Final Exam ◽  
Web Based ◽  
Online Lectures ◽  
National Cohort ◽  
Based Instruction

BACKGROUND Imaging and its optimal use are imperative to the practice of medicine, yet many students don’t receive a formal education in radiology. Concurrently, students look for ways to take time away from medical school for residency interviewing. Web-based instruction provides an opportunity to combine these imperatives using online modalities. OBJECTIVE A largely Web-based course in radiology during the 4th year of medical school was evaluated both for its acceptance to students who needed to be away from campus for interviews, and its effectiveness on a nationally administered standardized test. METHODS All students were placed into a structured program utilizing online videos, online modules, online textbook assignments, and live interactive online lectures. Over half of the course could be completed away from campus. The Alliance of Medical Student Educators in Radiology test exam bank was used as a final exam to evaluate medical knowledge. RESULTS Positive student feedback included the freedom to travel for interviews, hands-on ultrasound training, interactive teaching sessions, and quality Web-based learning modules. Negative feedback included taking quizzes in-person, a perceived outdated online textbook, and physically shadowing hospital technicians. Most students elected to take the course during the interview months of October through January. The Alliance of Medical Student Educators in Radiology final exam results (70.5%) were not significantly different than the national cohort (70%) who took the course in-person. Test scores from students taking the course during interview travel months were not significantly different from students who took the course before (P=.30) or after (P=.34) the interview season. CONCLUSIONS Students desire to learn radiology and often choose to do so when they need to be away from campus during the fall of their 4th year of study to accomplish their residency interviews. Web-based education in radiology allows students’ interview traveling and radiology course objectives to be successfully met without adversely affecting the outcomes on a nationally normed examination in radiology. A curriculum that includes online content and live Web-based teleconference access to faculty can accomplish both imperatives.

scholarly journals Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

2021 ◽  
Author(s):  
Lynn C. Reimer ◽  
Kameryn Denaro ◽  
Wenliang He ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
First Generation ◽  
Study Strategies ◽  
Exam Performance ◽  
Exam Score ◽  
Final Exam ◽  
Traditional Lecture ◽  
Course Structure ◽  
Passing Rate ◽  
The Difference

<p> </p><p> </p><p>Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to “get ahead” and Repeaters taking the course to “get back on track.” The difference in final exam performance in the second-term course was nearly halved, the GPA gap in both courses was reduced, and the gap in passing rate for the second-term course was eliminated. First-generation students who took the first-term course in the flipped format experienced a final exam score boost in the second-term course regardless of repeater status. While most students responded positively to the flipped course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access and retention of diverse students in STEM.</p>

Improving Students' Exam Performance by Introducing Study Strategies and Goal Setting

2002 ◽  
Vol 29 (2) ◽  
pp. 115-119 ◽  
Author(s):  
Victoria Manion Fleming
Keyword(s):  
Learning Strategies ◽  
Goal Setting ◽  
Study Strategies ◽  
Introductory Psychology ◽  
Learning Goals ◽  
Exam Performance ◽  
First Year ◽  
Final Exam ◽  
First Year Students ◽  
Experimental Section

This study addresses whether learning strategies would improve students' exam performance. Students in 2 sections (N = 65) of Introductory Psychology participated. I introduced students in the experimental section to learning strategies. Students set individual learning goals and recorded their learning related behavior during the first 2 units. Students in the control condition engaged in nonacademic tasks. All students experienced a lesson on learning at the end of Unit 2. First-year students in the control condition obtained significantly lower scores than all other students on the first 2 exams. On the 3rd exam, differences were not significant. On the final exam, the original pattern reemerged.

Using “Make & Take Quizzes” to Improve Exam Performance and Engage Students in Effective Study Strategies

2020 ◽  
pp. 009862832095799
Author(s):  
Kristel M. Gallagher
Keyword(s):  
Study Strategies ◽  
Study Habits ◽  
Exam Performance ◽  
Evidence Based ◽  
Final Exam ◽  
Specific Study ◽  
Course Material ◽  
Effective Use ◽  
Main Ideas ◽  
Teaching Implications

Background: Most students rely on ineffective study habits to learn material instead of using evidence-based strategies known to improve learning. Objective: The purpose of this study was to examine the effectiveness of a novel in-class quizzing strategy (i.e., Make & Take Quizzes) that was intentionally designed to engage students in evidence-based study strategies. Method: Final exam grades between sections of identical courses where students completed ( N = 74) or did not complete ( N = 73) Make & Take Quizzes were compared. Changes in the use of study strategies from the beginning to the end of the semester in two courses where students completed the quizzes were also examined. Results: Students in Make & Take Quiz sections significantly outperformed those in sections without the quizzes. Students’ overall strategies for studying did not significantly change; however, there were significant improvements in the specific strategies of deciding on the main ideas when studying and putting ideas into one’s own words when studying. Conclusion: Make & Take Quizzes appear to help students learn course material, while also engaging them in the use of specific study strategies. Teaching Implications: An easy-to-implement strategy, instructors can engage students in the effective use of evidence-based study strategies by incorporating Make & Take Quizzes in their courses.

scholarly journals The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students’ Mastery of Pathology

2017 ◽  
Vol 6 (3) ◽  
pp. 12 ◽  
Author(s):  
Bin Du ◽  
Xuesong Yang
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Pilot Study ◽  
Medical School ◽  
Teaching Approaches ◽  
Final Exam ◽  
Teaching Format ◽  
Team Based Learning ◽  
Pathology Education

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools. In this study, a pilot TBL format on four topics in pathology was implemented in one session with medical students at Jinan University Medical School and the previous sessions of medical students were able to function as controls. The final exam scores of TBL participants were significantly higher than the scores for non-participants, indicating that the students demonstrated better academic performance at the end of the TBL class. In addition, the follow-up questionnaires revealed that the majority of the TBL participants spent more time studying and were actively and enthusiastically involved in TBL activities. The new teaching format also inspired teachers’ desire to lead discussions and administer quizzes instead of repeating rote didactics. Overall, this pilot study reveals that a combination of the TBL approach and traditional pathology theory can improve pathology education. 

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