Pharmacy Student Self-Testing as a Predictor of Examination Performance

Abstract

Objectives. To determine if student self-testing improves performance during a doctor of pharmacy course. Methods. Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback. Results. Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subsequent examinations in all but the fourth testing period. Conclusions. Providing pharmacy students with self-testing opportunities could increase their retention of course material and provide feedback to both students and educators regarding learning, as well as provide students with a measure of their metacognition.

Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

“…Use of the practice quizzes led to a significant improvement in student performance on course examinations. 32,33 Additionally, student performance on the practice quizzes was predictive of examination performance. The results from these initial studies are promising for the use of testenhanced learning in pharmacy education.…”

“…The use of multiple question types and detailed feedback regarding correct or incorrect responses distinguished the modules in this study from previous studies using selftesting in pharmacy education. 32,33 Students were allowed an unlimited number of attempts on the modules, which were not used in the calculation of course grades. Module questions for immunology topics typically required students to answer questions on specific vaccines (eg, schedules, contraindications) and hypersensitivity reactions (eg, different types, specific diseases), as well as on general knowledge regarding immune deficiencies and autoimmunity.…”

“…30,32,[34][35][36][37][38] In pharmacy, developing metacognitive skills is important because they are necessary for self-directed lifelong learning. 32,37,38 In this study, we sought to demonstrate that testenhanced learning could be used as a curricular tool for pharmacy education, specifically for immunology and medicinal chemistry topics, to enhance learning performance and promote development of test-taking and metacognitive skills among students.…”

“…30,32,[34][35][36][37][38] Metacognitive skills include selfawareness of knowledge and lack thereof, as well as the ability to develop learning strategies, monitor one's learning, and make changes to the learning processes as needed to improve learning. 30,32,[34][35][36][37][38] In pharmacy, developing metacognitive skills is important because they are necessary for self-directed lifelong learning. 32,37,38 In this study, we sought to demonstrate that testenhanced learning could be used as a curricular tool for pharmacy education, specifically for immunology and medicinal chemistry topics, to enhance learning performance and promote development of test-taking and metacognitive skills among students.…”

“…32,33 In these studies, students had access to optional online quizzes as a resource to prepare for course examinations with an unlimited number of attempts. Students received feedback regarding the percentage of questions answered correctly and were able to view questions with incorrect responses (without identification of the correct response).…”