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Medical student web-based formative assessment tool for renal pathology
Vanesa Bijol1,2, Cathryn J Byrne-Dugan1,3, Melanie P Hoenig1,4
1Harvard Medical School, Boston, MA, USA.
Medical Education Online
|April 3, 2015
Summary
Online quizzes in medical education enhance the learning experience, with students using them performing better on exams. While not directly improving academic scores, these formative assessment tools are popular and boost overall student satisfaction.
Area of Science:
- Medical Education
- Digital Learning Tools
- Renal Pathophysiology
Background:
- Web-based formative assessment tools are recognized as valuable for self-directed learning in medical education.
- Online quizzes offer a method for self-assessment and knowledge reinforcement.
Purpose of the Study:
- To evaluate the educational impact of online quizzes for kidney pathology learning.
- To explore the relationship between quiz usage and student performance in a renal pathophysiology course.
Main Methods:
- Optional online quizzes were provided to students in a renal pathophysiology course.
- Student performance on quizzed and non-quizzed material was compared between quiz users and non-users.
- Quiz usage frequency and student satisfaction were analyzed.
Main Results:
- 82.6% of students used the online quizzes, with peak usage before the final exam.
- Quiz users outperformed non-users on both quizzed and non-quizzed topics (p<0.05).
- 89% of students reported improved learning experience due to the quizzes.
Conclusions:
- The computer-assisted learning tool is popular and predicts exam outcomes.
- While quiz usage correlates with better performance, direct academic improvement evidence is limited.
- Interactive online formative assessments enhance the overall student learning experience.
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