The main objectives of this study are: 1. Evaluate the degree of utilization of online, formative self-assessment (OFSA); 2. To evaluate the effect of OFSA on summative final exam (SFE) scores. The design of the study involved students having the opportunity to take a total of eight weekly OFSA quizzes voluntarily, outside of class time and throughout the academic term. Demographic, utilization and SFE scores were collected and analyzed. The results included: 1. high participation rate with 93% (N = 173) of the total number of students having taken at least one or more quizzes and 53% (N = 98) of students took at least four or more OFSA quizzes. 2. There was a 0.72 (p=.008; CI: .196 to 1.253) increase of SFE scores per quiz taken as per linear regression. The correlation was mildly, positive (r = .194, p < .01). In post hoc analysis, the mean SFE score of the frequent (4 or more quizzes) OFSA takers was 3.52 higher than that of the infrequent (3 or fewer quizzes) takers (p < .01). Based on the results, OFSA may offer a complementary learning tool for students in a Chiropractic program.

Objective An evidence-based clinical practice (EBCP) subcurriculum within a chiropractic curriculum was restructured to distribute EBCP topics to courses throughout the curriculum. We posited that this would enhance student learning through early exposure, repetition, and the use of progressively more difficult levels of learning. In this paper we describe how we determined if Bloom's verb level trended upward from the beginning of the curriculum to the end and if there were any gaps in presentation of topics periodically in the curriculum. We describe how we determined if the restructured subcurriculum provided adequate integration of topics. Methods EBCP committee chairs created templates of the new structure, solicited feedback from the faculty, and faculty members volunteered to assimilate topics into courses. Support for the faculty included comprehensive PowerPoint production and in-service training. Assessment for trends and gaps was performed of the resultant learning outcomes by mapping 13 quarters against 6 Bloom's verb levels for 19 topics. Results Fourteen of the topics had increasing linear model trends indicating verb progression. Decreased attention to EBCP topics was identified in some quarters. Conclusion The graphical mapping process seemed useful to find EBCP topics that did not show progression of Bloom's verb difficulty and gaps in topics in the restructured subcurriculum.