S Alizadeh, H Karimimoonaghi, H Haghir , R Jafaeidalooei, Fs Saadatyar,
Volume 9, Issue 3 (Autumn 2014)
Abstract
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.
Maryam Saadat, Negin Moradi, Mohammadjafar Shaterzadeh, Neda Orakifar, Masoumeh Hosseini Beidokhti, Amin Behdarvandan, Behnoosh Tahanzadeh, Majid Soltani, Nahid Pirayeh, Mehrnoosh Karimi, Peyman Zamani, Parvaneh Rahimifar, Maedeh Moghtader, Hassan Khoramshahi,
Volume 16, Issue 1 (Spring 2021)
Abstract
Introduction: With the Coronavirus pandemic, disability and the students’ absence in clinical settings, the educational system of the Faculty of Rehabilitation Sciences of Jundishapur University of Medical Sciences decided to hold a virtual grand round, teaching the clinical courses to address the shortcomings of clinical education. This study aimed to investigate the level of satisfaction and learning of students from holding the Grand Round.
Methods: The present study was quasi-experimental study. The study population consisted of 36 undergraduate students in physiotherapy and speech therapy; The Grand Round in specific cases of the disease was presented to students, in the clinical training. Data were collected using a researcher-made questionnaire to assess the level of satisfaction with the virtual grand round and an electronic test to assess learning from the topics.
Results: The majority of students were moderate to highly satisfied (more than 70%) with the virtual grand round in speech therapy and physiotherapy groups. There was a significant difference between test scores before and after the grand round of the speech therapy group (P= 0.002), whereas, in the physiotherapy group there was no significant difference between the scores before and after the test (P= 0.3).
Conclusions: Regarding the level of students' satisfaction retaining the Grand Round and increasing their level of knowledge, it is suggested that virtual group discussions be held in clinical education courses in other faculties of rehabilitation sciences and related fields, especially during pandemic conditions of coronavirus and the impossibility of face-to-face training.
