Modified interteaching sessions as application-based examinations reduce student exam stress in an upper-level...

Area of Science:

• Medical Education
• Physiology
• Pathophysiology

Background:

• Traditional testing methods in academia can induce significant test-related anxiety in students.
• While various testing strategies exist to assess higher-order thinking skills, few address stress reduction.
• There is a need for innovative assessment methods that balance evaluation with student well-being.

Purpose of the Study:

• To adapt the interteaching method for use as a stress-reduction testing format in an upper-level pathophysiology course.
• To evaluate the impact of this modified interteaching approach on student-perceived stress levels and learning.
• To compare student preferences for partnered, open-response, case-based exams versus traditional multiple-choice exams.

Main Methods:

• Modified the classic interteaching session into a novel testing format.
• Implemented the new testing strategy in an upper-level pathophysiology course.
• Administered anonymous surveys to assess student stress, learning, and preferences post-implementation.

Main Results:

• Students overwhelmingly preferred partnered, open-response, case-based exams to multiple-choice exams.
• Participants reported lower test-related stress levels with the modified interteaching format.
• A strong agreement was observed among students that this approach enhanced their learning.

Conclusions:

• The modified interteaching strategy serves as an effective stress-reduction testing format.
• This approach can simultaneously enhance student learning and critical thinking skills.
• The modified interteaching method is a viable stress-reduction testing strategy for upper-level physiology and pathophysiology courses.