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Related Experiment Video

Updated: May 1, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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Published on: February 10, 2016

Pharmacy student self-testing as a predictor of examination performance.

David Stewart¹, Peter Panus², Nicholas Hagemeier¹

¹Bill Gatton College of Pharmacy, East Tennessee State University, Johnson City, Tennessee.

American Journal of Pharmaceutical Education

|March 28, 2014

Summary

Student self-testing using online quizzes significantly improved performance in a doctor of pharmacy course. This practice enhances learning, retention, and metacognition for pharmacy students.

Keywords:

assessment formative assessment metacognition pharmacy education retrieval practice self-testing

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Area of Science:

Pharmacy Education
Medical Education
Educational Psychology

Background:

Traditional didactic methods may not fully optimize knowledge retention and metacognitive skills in pharmacy students.
There is a need for effective, scalable strategies to enhance student learning and self-assessment in rigorous academic programs.

Purpose of the Study:

To evaluate the impact of student self-testing on academic performance in a doctor of pharmacy curriculum.
To assess the utility of online quizzes as a tool for formative assessment and feedback.

Main Methods:

Pharmacy students were provided access to online quizzes with randomized questions aligned with upcoming examination content.
Quizzes offered immediate electronic scoring and corrective feedback to students upon completion.

Main Results:

Examination scores significantly increased for students utilizing practice quizzes, with notable improvements across most testing periods.
Higher-performing students (upper fiftieth percentile) demonstrated enhanced scores on both practice quizzes and subsequent examinations.

Conclusions:

Self-testing opportunities can effectively boost pharmacy students' retention of course material.
This approach provides valuable feedback for both students and educators, aiding in the assessment of learning and metacognitive abilities.