Volume 9, Number 3 (Autumn 2014)                   jmed 2014, 9(3): 10-17 | Back to browse issues page


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Alizadeh S, KarimiMoonaghi H, Haghir H, JafaeiDalooei R, Saadatyar F. Effect of pop quiz on learning of medical students in neuroanatomy course. jmed. 2014; 9 (3) :10-17
URL: http://jmed.ssu.ac.ir/article-1-311-en.html

, Isfahan University of Medical Sciences, Isfahan- Iran , jafaeidr901@mums.ac.ir
Abstract:   (8424 Views)
Introduction: Pop quizzes, are short tests, which are held without prior notice of the students and in irregular period of time to formatively evaluate students during a semester. This study aimed to evaluate the effect of pop quiz on medical students’ learning in Mashhad University of Medical Sciences. Methods: This quasi-experimental study was performed in the first semester of the academic year 2012-2013. Overall, 120 medical students who attended the neuroanatomy course participated in the study. Students were divided randomly into two groups of 60.Teaching in both control (n=30) and experimental groups (n=30) was performed with the same content and the same ‎lecturer. During the semester, eight quizzes were held in experiment group. Final test scores were entered into the SPSSV.18. Using descriptive statistical tests, average scores of both groups were determined. For determining the effect of tests on students’ performance, independent T-test was used. Results: The average scores of the experimental group was13.57 (±2.73) and in the control group was 14.32 (±3.04). However, learning score was higher, although not significant (P = 0.41). Conclusion: op quizzes as formative assessment did not affect the final test scores of medical students. The reason may be the impact of other factors on student learning.
Full-Text [PDF 336 kb]   (1460 Downloads)    
Type of Study: Research | Subject: Medical Education
Received: 2013/10/4 | Accepted: 2014/10/7 | Published: 2014/12/24

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