A Mixed Methods Exploration of Factors That Influence Student Participation in Optional Formative Review Quizzes

Abstract

Introduction Weekly formative Review Quizzes are an integral feature of the Georgetown University School of Medicine assessment program. The Quizzes offer students an opportunity to test themselves in a low-stakes setting and then discuss their answers with peers in small groups; faculty are also present to help the groups with difficult problems. Methods We conducted amixed methods study in which we monitored quiz attendance over the course ofthe first four curricular blocks, deployed a study specific survey, and heldfocus groups to determine the factors that influenced quiz participation andhow students perceived that the quiz contributed to their learning. Results Weobserved that Quiz attendance, while initially robust, dropped steadily overthe course of the year. Nearly all students reported that the practicequestions along with faculty explanations contributed strongly to theirlearning. Fewer students felt that discussion with their peers was valuable,but those who valued peer discussion were significantly more likely to attendthe quiz in person. The two things cited most often as barriers to quizattendance were inconvenience and lack of adequate preparation. Many studentsreported that they saved questions and did not attempt to answer them untilthey had completed study of that subject. Discussion Our resultsindicate that while there is ample evidence that early review and discussionwith peers can contribute to learning, learners do not always recognize thevalue in this practice.