Daily Mini Quizzes as Means for Improving Student Performance in Anatomy Course

Abstract

55www.cmj.hr Aim To evaluate daily-written 10-question quizzes in a medical anatomy course as a way to integrate assessment into the course and to evaluate their effect on the course success.Methods Students answering correctly 8/10 or more questions were awarded 0.5 points per quiz. There were 34 quizzes with a maximum point score 17. Measurable outcomes of academic progress in anatomy course (pass rates on 4 examination terms, total pass rate, and average marks) were calculated, and 2007/08 academic year was compared with the previous academic year in which 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 quizzes ranged from 1.5 to 13.5 points. There was a positive correlation between scores on quizzes and grades on 3 components of the final examination: written (Spearman ρ = 0.784, P < 0.001, n = 79), practical (Spearman ρ = 0.342, P < 0.002, n = 79), and oral (Spearman ρ = 0.683, P < 0.001, n = 79) part. Compared with students in the previous academic year, students attending the course with daily quizzes significantly improved their academic achievement, expressed as the pass rate at the first examination term (39% vs 62%, respectively, χ 2 test, P = 0.006, ) and the average course grade (2.71 ± 1.08 vs 3.38 ± 1.26, respectively; t test, P < 0.001). ConclusionDespite their frequency and possible associated stress, daily quizzes were associated with better academic success in the anatomy course. Anatomy is one of the most important preclinical subjects; not only because of its shear volume and complexity, requiring the adoption of skills and attitudes, but also because it is the first truly medical course for university "novices, " who are still in the process of transition from secondary school pupils to university students. Furthermore, in the traditional medical curriculum, with separate preclinical and clinical subjects, anatomy is perceived as an introduction to "real" medicine, playing an important role in the process of professional socialization (1). Thus, anatomy teachers are not only teaching anatomy but are also university educators with distinct scholarly roles. One of these roles is encouraging students to take a widely cited "deep approach" to studying anatomy (2-4), leading to a more complete understanding of the subject matter. This should also include the capacity of independent, intrinsically motivated study. We believe that these, very much desired, educational aims can be reached only if the following 3 critical components of a good quality curriculum are optimally harmonized: recommended literature, teaching methods/learning activities, and assessment. It is argued that curriculum design, with a true integration of various forms of assessment into learning activities (5,6), should produce a measurable positive impact on students' knowledge and unders...

Interplays of psychometric abilities on learning gross anatomy

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To quiz or not to quiz: Formative tests help detect students at risk of failing the clinical anatomy course

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