<p>Use of an Adaptive e-Learning Platform as a Formative Assessment Tool in the Cardiovascular System Course Component of an MBBS Programme</p>

Abstract

Background Technology-enhanced learning includes the adaptive e-learning platform, a data-driven method with computer algorithms, providing customised learning enhancing critical thinking of individual learners. “Firecracker” – an online adaptive e-learning platform, and assessment software, promotes critical thinking, helps prepare students for courses and high-stakes examinations, and evaluates progress relative to co-learners. The objectives of this study were to determine the usage rates of Firecracker, examine the performance of Firecracker formative quizzes, identify the correlation between Firecracker use and performance with that of performance at summative course assessments, and assess students’ satisfaction with Firecracker usage. Methods Study participants were Year-2 MBBS (Bachelor of Medicine, Bachelor of Surgery) students (n=91) of the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados. The Firecracker Administrator uploaded quizzes covering basic science content in the Cardiovascular System course. Access, usage, and performance on Firecracker formative quizzes were retrieved from the Firecracker dashboard. A questionnaire sought the views of study participants. Results Seven sets of quizzes were administered over nine weeks, with weekly student completion rates ranging from 53% to 73%. Mean quiz scores ranged from 52% to 72%. Students completing >4 quiz sessions compared to those completing ≤4 demonstrated significantly better performance in Firecracker quizzes ( P <0.01), final examinations ( P <0.01) and in-course assessment plus final examination ( P <0.05) scores. Correlations between overall Firecracker performance and in-course assessment marks ( P <0.05); between total overall Firecracker performance and final examination ( P <0.01); and overall Firecracker performance and total course marks ( P <0.01) were all significant. Most students (70%) were happy using Firecracker and felt it complemented coursework (78%) and prepared them for course exams (58%) ( P <0.01). Conclusion Overall, Firecracker was perceived very positively and welcomed by the students. Students were satisfied with the Firecracker as a formative assessment tool, and its use correlated with improved performance in the course examinations.

Applying the student response system in the online dermatologic video curriculum on medical students' interaction and learning outcomes during the COVID-19 pandemic

“…Online learning modules and open online courses are becoming popular in medical education. [ 2 10 ] Online curriculum offers great flexibility to students and thus increases the attendance for lectures. However, less than 10% of the students who start an online lecture could finish it.…”

“…Online lectures in medical education have become prevalent with the advancement of technology and play important roles. [ 1 2 3 4 5 ] It offers students convenience and flexibility in terms of scheduling, circumstances, and transportation. [ 6 ] However, learning online is challenging.…”

Use of an Adaptive e-Learning Platform as a Formative Assessment Tool in the Cardiovascular System Course Component of an MBBS Programme [Letter]

“…We read with great interest the article by Borges et al 1 on the use of “Firecracker”, an adaptive e-Learning Platform for Formative Assessment. The authors concluded that use of the platform correlated with better academic performance in both final examinations and in-course assessments.…”

“…This approach requires a greater level of mastery of content 2 which may further enhance critical thinking in students, a fundamental aim of “Firecracker”. 1 Such platforms also allow students to add to the question bank themselves, which may extend the benefit of this approach to Medical Students in clinical years who encounter further information on Clinical Placements.…”

How Virtual Animal Anatomy facilitated a successful transition to online instruction and supported student learning during the coronavirus pandemic

“…Adaptive e‐learning (AEL) platforms, such as Firecracker, can be used as a comprehensive assessment tool to support both face‐to‐face and remote learning by helping instructors prepare students for summative assessments and identifying a student's progress relative to that of their peers (Gupta et al, 2020). The human anatomy AEL from Firecracker has a well‐established question bank, generates new content every week and continuously reviews item characteristics with an appropriate level of difficulty to prepare students for summative assessments (Gupta et al, 2020). Given that this type of AEL software may increase learning efficacy and efficiency and improve student preparedness for summative assessments (Gupta et al, 2020), it is important to note that no such software is widely available for animal anatomy curricula.…”