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.
Faiza, Muhammad Ali Rabbani, Sidra Arshad, Sara Naeem, Muhammad Usman Bashir. (2020) Using online practice quizzes as accessory learning tool for undergraduate medical students, Isra Medical Journal, Volume 12, Issue 1.
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