What is more effective: a daily or a weekly formative test?

Palmen, Leonieke N.; Vorstenbosch, Marc A.T.M.; Tanck, E.; Kooloos, J.G.M.

doi:10.1007/s40037-015-0178-8

Cited by 13 publications

(22 citation statements)

References 22 publications

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“…Previous studies indicated that the participation rate in formative quizzes was correlated to summative examination scores (Kibble, 2007;Palmen et al, 2015). The present study did not confirm this finding.…”

Section: Journal Of Educational Issuescontrasting

confidence: 99%

“…This may relate to the ISSN 2377-22632016 voluntary aspect and immediate feedback after TOPday quizzes. The observed increase in enthusiasm and appreciation for (digital) study aids is in line with other studies (Evans, Zeun, & Stanier, 2014;Palmen, Vorstenbosch, Tanck, & Kooloos, 2015). The rationale for this approach was to increase the students' motivation for repetitive learning and to give them an opportunity for self-assessment, which fits in the recent changes of the medical curriculum at the Radboudumc.…”

Section: Discussionsupporting

confidence: 80%

“…It should be noticed that it is rather difficult to find a causal relationship between TOPday and test results, since other competing learning activities (e.g., self-study assignments and lectures) were involved during the course as well (Roediger & Karpicke, 2006). The number of TOPday questions could be increased in the future, resulting in better coverage of the subject matter which might improve the test results of the students (Kibble, 2007;Palmen et al, 2015). However, increasing the number of questions requires that the students have to spend more time on TOPday, which might discourage students to participate with quizzes (Logan, Thompson, & Marshak, 2011;Palmen et al, 2015).…”

Section: Journal Of Educational Issuesmentioning

confidence: 99%

“…The number of TOPday questions could be increased in the future, resulting in better coverage of the subject matter which might improve the test results of the students (Kibble, 2007;Palmen et al, 2015). However, increasing the number of questions requires that the students have to spend more time on TOPday, which might discourage students to participate with quizzes (Logan, Thompson, & Marshak, 2011;Palmen et al, 2015). Balancing the number of questions and time consumption for the students to complete the quiz is important.…”

Section: Journal Of Educational Issuesmentioning

confidence: 99%

See 3 more Smart Citations

The Use of a Daily Quiz ‘TOPday’ as Supportive Learning Method for Medical Students

Maessen¹,

Fluit

Holla³

et al. 2016

JEI

Self Cite

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Medical students consider anatomy, neurology, and traumatology as difficult study topics. A recent study showed that the daily quiz 'Two Opportunities to Practice per day (TOPday)' positively supported biomedical students in analyzing and solving biomechanical problems. The main purpose of this study was to investigate the effect of TOPday on self-confidence, enthusiasm, and test results for the topics anatomy, neurology and traumatology. Second-year medical students were enrolled in a four-week course on the human skeletal system at the Radboudumc (n = 799). They were randomized over three topic groups (anatomy, neurology, and traumatology) and received TOPday quizzes on every course day. At the end of the course students filled in a non-anonymous questionnaire. Students highly appreciated TOPday (7.5±0.9) and this did not differ between groups (anatomy: 7.4±0.8; neurology: 7.4±1.1; traumatology: 7.5±0.8; P = 0.68). Many students reported that TOPday increased their self-confidence (65% of the students) and enthusiasm (69% of the students) for their topic. However, test results of the students did not improve. A potential explanation for the latter result may relate to the different cognitive processes that are required to study anatomy, neurology, and traumatology compared to biomechanics. In conclusion, appreciation, self-confidence and enthusiasm were positively associated with TOPday, but test results were not.

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Section: Journal Of Educational Issuescontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 80%

Section: Journal Of Educational Issuesmentioning

confidence: 99%

Section: Journal Of Educational Issuesmentioning

confidence: 99%

See 2 more Smart Citations

The Use of a Daily Quiz ‘TOPday’ as Supportive Learning Method for Medical Students

Maessen¹,

Fluit

Holla³

et al. 2016

JEI

Self Cite

View full text Add to dashboard Cite

show abstract

“…The effectiveness of test‐enhanced learning practices has been conclusively demonstrated in studies on medical residents where their implementation enabled the retention of intermediate, late, and long‐term factual and conceptual anatomical knowledge (Palmen et al, ; Hulbert and Anderson, ). In addition, these students also reported significantly higher efficiency (Joshi et al, ), enjoyment (Shatto and Erwin, ), and satisfaction (Calvin and McDowell, ; Tetenbaum‐Novatt et al, ) in the learning process.…”

Section: Stimulating Intrinsic Motivation In Millennial Studentsmentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

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There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.

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Systematic review of distributed practice and retrieval practice in health professions education

Trumble,

Lodge,

Mandrusiak

et al. 2023

Adv in Health Sci Educ

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To determine the effect of distributed practice (spacing out of study over time) and retrieval practice (recalling information from memory) on academic grades in health professions education and to summarise a range of interventional variables that may affect study outcomes. A systematic search of seven databases in November 2022 which were screened according to predefined inclusion criteria. The Medical Education Research Study Quality Instrument (MERSQI) and Newcastle-Ottawa Scale-Education (NOS-E) were used to critically appraise eligible articles. A summary of interventional variables includes article content type, strategy type, assessment type and delay and statistical significance. Of 1818 records retrieved, 56 were eligible for inclusion and included a total of 63 experiments. Of these studies, 43 demonstrated significant benefits of distributed practice and/or retrieval practice over control and comparison groups. Included studies averaged 12.23 out of 18 on the MERSQI and averaged 4.55 out of 6 on the NOS-E. Study designs were heterogeneous with a variety of interventions, comparison groups and assessment types. Distributed practice and retrieval practice are effective at improving academic grades in health professions education. Future study quality can be improved by validating the assessment instruments, to demonstrate the reliability of outcome measures. Increasing the number of institutions included in future studies may improve the diversity of represented study participants and may enhance study quality. Future studies should consider measuring and reporting time on task which may clarify the effectiveness of distributed practice and retrieval practice. The stakes of the assessments, which may affect student motivation and therefore outcomes, should also be considered.

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What is more effective: a daily or a weekly formative test?

Cited by 13 publications

References 22 publications

The Use of a Daily Quiz ‘TOPday’ as Supportive Learning Method for Medical Students

The Use of a Daily Quiz ‘TOPday’ as Supportive Learning Method for Medical Students

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Systematic review of distributed practice and retrieval practice in health professions education

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