Self‐directed learning in gross human anatomy: Assessment outcomes and student perceptions

Abstract

Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first self-directed topic as they did in lecture-based material, but performance declined significantly on the second self-directed topic. Correlations showed that students who performed well in lecture-based topics also performed well on self-directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content, and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self-directed modes for the first time.

Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan

“…This decline was observed in both of this studies and has been reported to occur with practice quizzes ) and the use of other voluntary course resources whether it is an audience response system (Hoyt et al, 2010) or an online dissector (Mc Nulty et al, 2004). These declines may be the result of students discovering that a specific resource does not fit their learning style and/or increasing demands on their time as the course progresses (Smythe and Hughes, 2008). One objective of our study was to determine optimal times to give practice quizzes.…”

Pharmacy Student Self-Testing as a Predictor of Examination Performance

“…26 Although students typically prefer active learning compared to lectures, some evaluations have shown unfavorable effects with certain active-learning techniques. 27,28 Active learning is more about engaging the student than a specific process 29 ; thus, self-testing should qualify as active in the sense that it engages students and provides them correctives for their metacognitive development.…”

Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course

“…This decline was observed in both of this studies and has been reported to occur with practice quizzes (Kibble et al, ) and the use of other voluntary course resources whether it is an audience response system (Hoyt et al, ) or an online dissector (McNulty et al, ). These declines may be the result of students discovering that a specific resource does not fit their learning style and/or increasing demands on their time as the course progresses (Smythe and Hughes, ).…”