Quizzing for success: Evaluation of the impact of feedback quizzes on the experiences and academic performance of undergraduate students in two clinical pharmacokinetics courses.
Academic Performance
/ psychology
Adult
Curriculum
/ standards
Education, Pharmacy
/ methods
Educational Measurement
/ methods
Feedback
Female
Humans
Male
Pharmacokinetics
Problem-Based Learning
/ methods
Queensland
Statistics, Nonparametric
Students, Pharmacy
/ psychology
Surveys and Questionnaires
Academic performance
Feedback
Pharmacokinetics
Quizzes
Scholarship of teaching and learning
Journal
Currents in pharmacy teaching & learning
ISSN: 1877-1300
Titre abrégé: Curr Pharm Teach Learn
Pays: United States
ID NLM: 101560815
Informations de publication
Date de publication:
07 2019
07 2019
Historique:
received:
29
10
2018
revised:
14
02
2019
accepted:
12
03
2019
entrez:
23
6
2019
pubmed:
23
6
2019
medline:
4
9
2020
Statut:
ppublish
Résumé
Students find clinical pharmacokinetics and pharmacodynamics courses challenging, partly due to their mathematical nature. This study aimed to retrospectively evaluate the impact of "feedback quizzes" on the experiences and academic performance of undergraduate pharmacy students at an Australian university. Formative paper-based quizzes were introduced into tutorials in an intermediate third-year pharmacokinetics course, and summative online quizzes were introduced into a subsequent advanced fourth-year course that included a pharmacokinetics component. Experience data were drawn from institutional student evaluation surveys, and academic performance was obtained from exam results. Student experiences and academic performance were compared pre- and post-intervention using the Test of Equal Proportions and Mann-Whitney-Wilcoxon, respectively. A greater proportion of students in both quiz cohorts were satisfied with the overall course experience compared to the pre-curricular change cohort (intermediate: 87% vs. 78%; advanced: 63% vs. 50%). Students who received quizzes in both years performed better in the clinical pharmacokinetics component of the advanced course compared to a prior cohort who had no quizzes (85.7% vs. 77.8%). Feedback quizzes, whether formative or summative, administered in-class or outside class, can enhance learning and performance and lead to improvements in student satisfaction with clinical pharmacokinetics courses. Scaffolding of feedback quizzes across year levels can provide students with added confidence when attempting assessment. Collaboration between research-focused and teaching-focused staff can lead to increased scholarship of teaching and learning activities.
Sections du résumé
BACKGROUND AND PURPOSE
Students find clinical pharmacokinetics and pharmacodynamics courses challenging, partly due to their mathematical nature. This study aimed to retrospectively evaluate the impact of "feedback quizzes" on the experiences and academic performance of undergraduate pharmacy students at an Australian university.
EDUCATIONAL ACTIVITY AND SETTING
Formative paper-based quizzes were introduced into tutorials in an intermediate third-year pharmacokinetics course, and summative online quizzes were introduced into a subsequent advanced fourth-year course that included a pharmacokinetics component. Experience data were drawn from institutional student evaluation surveys, and academic performance was obtained from exam results. Student experiences and academic performance were compared pre- and post-intervention using the Test of Equal Proportions and Mann-Whitney-Wilcoxon, respectively.
FINDINGS
A greater proportion of students in both quiz cohorts were satisfied with the overall course experience compared to the pre-curricular change cohort (intermediate: 87% vs. 78%; advanced: 63% vs. 50%). Students who received quizzes in both years performed better in the clinical pharmacokinetics component of the advanced course compared to a prior cohort who had no quizzes (85.7% vs. 77.8%).
SUMMARY
Feedback quizzes, whether formative or summative, administered in-class or outside class, can enhance learning and performance and lead to improvements in student satisfaction with clinical pharmacokinetics courses. Scaffolding of feedback quizzes across year levels can provide students with added confidence when attempting assessment. Collaboration between research-focused and teaching-focused staff can lead to increased scholarship of teaching and learning activities.
Identifiants
pubmed: 31227099
pii: S1877-1297(18)30391-5
doi: 10.1016/j.cptl.2019.03.014
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
742-749Informations de copyright
Copyright © 2019 Elsevier Inc. All rights reserved.