Online Self-testing Resources Prepared by Peer Tutors as a Formative Assessment Tool in Pharmacology Courses

Lull, Melinda E.; Mathews, Jennifer

doi:10.5688/ajpe807124

Cited by 12 publications

(11 citation statements)

References 18 publications

(21 reference statements)

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“…Recent improvements in information and communication technologies (ICTs) have enabled online tutoring [ 5 – 7 ]. Therefore, additional online learning support to students could be a useful tool independent of space and time.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, it could increase student participation since the use of electronic resources could represent a less pressurized environment than face-to-face communication and taking into account their popularity among students [ 8 ]. Moreover, students can identify their strengths and weaknesses, which leads to a better performance and understanding of the subject [ 7 ] and promotes life-long learning activities [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

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Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

et al. 2018

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BackgroundTutoring is a useful tool in the university teaching-learning binomial, although its development is impaired in large classes. Recent improvements in information and communication technologies have made tutoring possible via the Internet. The aim of this study was to evaluate the efficacy of mixed-method academic tutoring in two basic subjects in Veterinary Science studies at the University of León (Spain) to optimize the usefulness of tutoring support in the college environment. This quasi-experimental study was firstly carried out as a pilot study in a small group of tutored students of “Cytology and Histology” (CH) (47/186; 25.3%) and “Veterinary Pharmacology” (VP) (33/141; 23.4%) subjects, and was implemented in a large class of CH the next academic year (150 students) while comparing the results with those obtained in a previous tutorless course (162 students). Tutored students were given access to online questionnaires with electronic feedback on each subject. In addition to traditional tutoring carried out in both tutored and tutorless students, the pilot study included three sessions of face-to-face tutoring in order to monitor the progress of students. Its efficacy was assessed by monitoring students’ examination scores and attendance as well as a satisfaction survey.ResultsAlthough the examination attendance rate in the pilot study was not significantly different between tutored and tutorless groups in both subjects, an increase for numerical scores in tutored groups was observed, with a significant higher final score in VP (p = 0.001) and in the CH practice exams (first term, p = 0.009; final, p = 0.023). Good and merit scores were also better in tutored students with significant differences in VP (p = 0.005). Students felt comfortable with the tutoring service (100% in CH; 91.7% in VP). Implementation of this additional support in CH also resulted in a significant increase of attendance at the final exam in tutored courses (87.3% versus 77.2%; p = 0.026), scaled (p = 0.001) and numerical scores (final score, p = 0.001).ConclusionsOnline tutoring support, together with conventional teaching methods, may be a useful method to incorporate student-centered learning in basic subjects in Veterinary Science.Electronic supplementary materialThe online version of this article (doi: 10.1186/s12917-018-1330-6) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

et al. 2018

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“…The rationale for using this platform for medical education is partially based on previous observations that learners can acquire knowledge simply by answering questions and reflecting on their answers . Additional rationale for using Twitter Poll include student familiarity, concise questioning that mimics boardlike questions, an application that can be used on smart phones and computers, ability to track engagement, and potential for disseminating evidenced‐based medicine.…”

Section: Discussionmentioning

confidence: 99%

Integrating Geriatrics Knowledge into a Medical Student Clerkship Using Twitter Poll

Jurivich

Bande

Theige

et al. 2018

J American Geriatrics Society

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A controlled, prospective, 2‐year cohort observational study was conducted to test whether weekly geriatric questions delivered through Twitter Poll could improve geriatrics knowledge during an internal medicine clerkship for third‐year medical students. Pre‐ and post‐rotation test results used a modified University of California, Los Angeles geriatric knowledge test that included questions linked to 26 Association of American Medical Colleges geriatric competencies for medical students. Data were analyzed using a general linear model repeated‐measure design and Student t‐test. The primary outcome showed that Twitter Poll participants had more than twice the geriatrics knowledge (p = .002) than students who did not use Twitter Poll. Subset analysis showed different test performances according to sex (p = .03), training site (p = .002), and cohort (p = .003). This study is the first demonstration of Twitter Poll efficacy in medical education and raises questions about whether it could be even more effective if linked to spaced timing of didactic content or supported by annotated answers to geriatrics questions. J Am Geriatr Soc 66:2389–2393, 2018.

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“…In order to maximize the accessibility and learning benefits of the activity, students were divided into groups of 5-6 members to compete with other groups in taking the open-book online exam ( Lull and Mathews, 2016 ). In contrast to fixed grouping strategy ( Chan et al, 2018 ), the groups were randomized each lecture by the instructor to encourage students to read all of the assigned material and not rely upon their colleagues.…”

Section: Methodsmentioning

confidence: 99%

Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process

Shahba

Sales

2021

Saudi Pharmaceutical Journal

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Background Due to the COVID-19 pandemic, innovative e-learning solutions should be implemented to deliver knowledge to health care students remotely. Presently, there is a paucity of studies in the literature that have examined student-designed assessments in the classroom. Objectives To examine the educational outcomes comparing Design Your Exam (DYE) activity versus instructor-designed end-of-class (EOC) quizzes and explore student perceptions and preferences for each teaching modality. Methods To evaluate the proposed learning model, lectures in the Industrial Pharmacy course were delivered to students by two different approaches: instructor-designed EOC assessments and student-designed DYE. Finally, the designed learning model involved a course completion questionnaire for quality assurance and future course improvement. Results Mean exam performance for content taught using the instructor-designed EOC quizzes and DYE activity were 74.4% and 71.9%, respectively (p=0.092). Average student attendance for lectures taught using instructor-designed quizzes and DYE activity were 77.6% and 72.1%, respectively (p=0.524). A post-course survey showed that 72.2% preferred the instructor-designed EOC, 5.6% preferred DYE activity, and 16.7% preferred a combination of the activities. Respondents reported that the EOC quizzes helped them to understand the lecture material and kept them focused during the lecture and that the DYE was useful in developing their personal interaction skills. Conclusion DYE is a novel active learning model that can be incorporated into student courses as an alternative to the standard didactic lectures. Further development of the DYE technique, such as including supportive audio-visual resources, is necessary in order to increase student acceptance.

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Online Self-testing Resources Prepared by Peer Tutors as a Formative Assessment Tool in Pharmacology Courses

Cited by 12 publications

References 18 publications

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

Integrating Geriatrics Knowledge into a Medical Student Clerkship Using Twitter Poll

Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process

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