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Student created quizzes to reinforce critical information and highlight deficits for both the students and instructor
Author(s) -
Patenaude Bart,
Scott Joanna
Publication year - 2022
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2022.36.s1.0r710
Subject(s) - medical education , mathematics education , psychology , active learning (machine learning) , medicine , computer science , artificial intelligence
Medical students use passive strategies to study even though evidence shows the benefits of active learning. Having students work in groups and write quiz questions is an effective way to engage the students in active learning. Methods Students in a dental head and neck anatomy course worked in groups of 7‐11 and created review quizzes for extra credit. The quizzes covered the material in the module and were posted a week before the module’s exam. In addition to the posted quiz, they posted the correct answers and a justification for why they were asking the question. Results 104/109 (95%) students agreed to be part of the educational research. The majority of students thought that the writing of questions and course structure improved their educational experience (81%). The strength of this opinion increased from the first exam to the final (p<0.001). Discussion Using a small amount of extra credit points to motivate students to create quizzes was impactful on the students learning. It also was appreciated by them. It could be added to a course without any additional resources and without removing any material from the course. Finally, it gave the instructor a valuable window into the students’ understanding of the material taught.