Original scientific paper
Daily Mini Quizzes as Means for Improving Student Performance in Anatomy Course
Ana Poljičanin
; Department of Anatomy, Histology and Embryology, University of Split School of Medicine, Split, Croatia
Ana Čarić
; Department of Anatomy, Histology and Embryology, University of Split School of Medicine, Split, Croatia
Katarina Vilović
; Department of Anatomy, Histology and Embryology, University of Split School of Medicine, Split, Croatia
Vana Košta
; Department of Anatomy, Histology and Embryology, University of Split School of Medicine, Split, Croatia
Maja Marinović Guić
; Department of Anatomy, Histology and Embryology, University of Split School of Medicine, Split, Croatia
Jure Aljinović
; Department of Anatomy, Histology and Embryology, University of Split School of Medicine, Split, Croatia
Ivica Grković
; Department of Anatomy, Histology and Embryology, University of Split School of Medicine, Split, Croatia
Abstract
Aim To evaluate daily-written 10-question quizzes in a
medical anatomy course as a way to integrate assessment
into the course and to evaluate their effect on the course
success.
Methods Students answering correctly 8/10 or more
questions were awarded 0.5 points per quiz. There were
34 quizzes with a maximum point score 17. Measurable
outcomes of academic progress in anatomy course (pass
rates on 4 examination terms, total pass rate, and average
marks) were calculated, and 2007/08 academic year was
compared with the previous academic year in which daily
written quizzes were not a part of the course. The relationship
between cumulative points on daily quizzes and
3 components of the final examination (written, practical,
and oral) for 2007/08 academic year was assessed by nonparametric
correlation testing.
Results Individual scores on quizzes ranged from 1.5 to
13.5 points. There was a positive correlation between
scores on quizzes and grades on 3 components of the final
examination: written (Spearman ρ = 0.784, P < 0.001,
n = 79), practical (Spearman ρ = 0.342, P < 0.002, n = 79),
and oral (Spearman ρ = 0.683, P < 0.001, n = 79) part. Compared
with students in the previous academic year, students
attending the course with daily quizzes significantly
improved their academic achievement, expressed as the
pass rate at the first examination term (39% vs 62%, respectively,
χ2 test, P = 0.006, ) and the average course grade
(2.71 ± 1.08 vs 3.38 ± 1.26, respectively; t test, P < 0.001).
Conclusion Despite their frequency and possible associated
stress, daily quizzes were associated with better academic
success in the anatomy course.
Keywords
Anatomy; daily quizzes; reward system; assessment; examination; medical education
Hrčak ID:
38308
URI
Publication date:
15.2.2009.
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