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Related Experiment Video

Updated: Jun 19, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Using interactive learning activities to predict learning outcomes in medical education: a mixed-methods study.

Guang Xu¹, David K Strom¹, Sumathilatha Sakthi-Velavan²

¹Marian University Wood College of Osteopathic Medicine, Indianapolis, IN, USA.

BMC Medical Education

|June 18, 2026

Summary

This summary is machine-generated.

Performance on low-stakes quizzes in medical school courses positively correlates with summative exam results. These formative assessments can identify students needing extra academic support early on.

Keywords:

Academic performance Active learning Cognitive load Formative assessment Medical education Student engagement

Related Experiment Videos

Last Updated: Jun 19, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Medical Education
Formative Assessment
Student Performance

Background:

Active learning methods are gaining traction in medical education for engagement and retention.
Limited evidence exists linking formative assessment performance to summative outcomes in large pre-clinical settings.
Interactive Learning Activities (ILAs) with low-stakes quizzes were introduced in a first-year Cardiopulmonary-Renal (CPR) course.

Purpose of the Study:

To determine the association between ILA quiz performance and summative examination outcomes.
To explore student perceptions of ILAs across different academic performance levels.

Main Methods:

A sequential explanatory mixed-methods study over two academic years (n=156, n=160).
ILAs, including pre- and post-session quizzes, contributed 5% to the final grade.
Linear regression, correlation, chi-square tests, and thematic analysis were employed.

Main Results:

Consistent moderate-to-strong positive correlations were found between ILA quiz scores and examination performance (R=0.632 combined).
The association was detectable by the 6th ILA.
Students perceived ILAs positively; lower performers noted high learning benefits, while middle-tier students reported quiz-related stress.

Conclusions:

Low-stakes ILA quiz performance is consistently linked to summative outcomes in large pre-clinical courses.
Embedded formative assessments can function for instruction and early identification of students requiring support.