“Just tell me what I need to know to pass the exam!” Can active flipped learning overcome passivity?

Kenwright, Diane; Dai, Wei; Osborne, Emma; Gladman, Tehmina; Gallagher, Peter; Grainger, Rebecca

doi:10.29060/taps.2017-2-1/oa1007

Cited by 16 publications

(10 citation statements)

References 17 publications

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“…By answering MCQ students may quickly identify gaps in their knowledge which they may consider valuable for directing future learning [ 18 , 40 ]. Students appear to be driven by the expectancy-value theory; they see short-term benefit of answering MCQs but not the long-term benefit of generating them [ 1 , 41 ].…”

Section: Discussionmentioning

confidence: 99%

“…Faced with high-stakes examinations, medical students study strategically. They look for ways of consolidating their knowledge of the core curriculum and prioritise study materials and strategies that relate directly to their upcoming exams [ 1 ]. Because medical education makes extensive use of MCQ exams, many students preparing for multiple choice examinations therefore tend to favour multiple-choice question (MCQ) question-banks.…”

Section: Introductionmentioning

confidence: 99%

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Medical students create multiple-choice questions for learning in pathology education: a pilot study

et al. 2018

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BackgroundMedical students facing high-stakes exams want study resources that have a direct relationship with their assessments. At the same time, they need to develop the skills to think analytically about complex clinical problems. Multiple-choice questions (MCQs) are widely used in medical education and can promote surface learning strategies, but creating MCQs requires both in-depth content knowledge and sophisticated analytical thinking. Therefore, we piloted an MCQ-writing task in which students developed MCQs for their peers to answer.MethodsStudents in a fourth-year anatomic pathology course (N = 106) were required to write MCQs using the PeerWise platform. Students created two MCQs for each of four topic areas and the MCQs were answered, rated and commented on by their classmates. Questions were rated for cognitive complexity and a paper-based survey was administered to investigate whether this activity was acceptable, feasible, and whether it promoted desirable learning behaviours in students.ResultsStudents were able to create cognitively challenging MCQs: 313/421 (74%) of the MCQs which we rated required the respondent to apply or analyse pathology knowledge. However, students who responded to the end-of-course questionnaire (N = 62) saw the task as having little educational value. Students found PeerWise easy to use, and indicated that they read widely to prepare questions and monitored the quality of their questions. They did not, however, engage in extensive peer feedback via PeerWise.ConclusionsOur study showed that the MCQ writing task was feasible and engaged students in self-evaluation and synthesising information from a range of sources, but it was not well accepted and did not strongly engage students in peer-learning. Although students were able to create complex MCQs, they found some aspects of the writing process burdensome and tended not to trust the quality of each other’s MCQs. Because of the evidence this task did promote deep learning, it is worth continuing this mode of teaching if the task can be made more acceptable to students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Medical students create multiple-choice questions for learning in pathology education: a pilot study

et al. 2018

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“…A number of approaches have been reported which may help to guide academics who are designing new blended courses or blending existing courses [ 20 – 25 ]. There is considerable variation in both style and complexity, as well as variation in how well these approaches have been received by students [ 26 , 27 ].…”

Section: Introductionmentioning

confidence: 99%

A model for the use of blended learning in large group teaching sessions

et al. 2017

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BackgroundAlthough blended learning has the potential to enhance the student experience, both in terms of engagement and flexibility, it can be difficult to effectively restructure existing courses. To achieve these goals for an introductory Pathology course, offered to more than 250 undergraduate students at UNSW Sydney, we devised a novel approach.MethodsFor each topic presented over 2–3 weeks, a single face-to-face overview lecture was retained. The remaining content that had previously been delivered as conventional lectures was converted into short (12–18 min) online modules. These were based on lecture slides with added animations/highlights, plus narration using edited excerpts of previous lecture recordings. The modules also incorporated interactive questions and review quizzes with feedback which used various question types. Modules were developed in PowerPoint and iSpring and uploaded to Moodle as SCORM packages. Each topic concluded with an interactive large-group session focussing on integration of the content, with in-class questions to which students could respond via the Echo360 Active Learning Platform (ALP). Overall, more than 50% of face-to-face lecture time was replaced by online modules and interactive large-group sessions. Quantitative evaluation data included usage statistics from 264 students and feedback via online survey responses from 41 students. Qualitative evaluation data consisted of reflective commentaries from 160 student ePortfolios, which were analysed to identify factors affecting learning benefits and user acceptability.ResultsAll of the modules were completed by 74% of students and on average, 83.1% of students eventually passed the optional review quizzes. Notably, 88.4% of students responded to in-class questions during the integration and feedback sessions via the ALP. Student reflections emphasised that the modules promoted understanding, which was reinforced through active learning. The modules were described as enjoyable, motivating and were appreciated for their flexibility, which enabled students to work at their own pace.ConclusionsIn transforming this introductory Pathology course, we have demonstrated a model for the use of blended learning in large group teaching sessions, which achieved high levels of completion, satisfaction and value for learning.Electronic supplementary materialThe online version of this article (10.1186/s12909-017-1057-2) contains supplementary material, which is available to authorized users.

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“…Faced with high-stake exams, medical students revise strategically, seeking opportunities to practice MCQs to test knowledge and recall of course content. 7,8 The Newcastle University medical (MBBS) degree uses MCQ/Single Best Answer (SBA; a form of MCQ 9 ) exams in each year of the program but does not release past exam papers. Consequently, students seek practice exam-style questions from faculty or online question banks.…”

Section: Background and Rationale For The Educational Activitymentioning

confidence: 99%

Answering questions in a co‐created formative exam question bank improves summative exam performance, while students perceive benefits from answering, authoring, and peer discussion: A mixed methods analysis of PeerWise

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Butler

et al. 2021

Pharmacology Res & Perspec

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“Just tell me what I need to know to pass the exam!” Can active flipped learning overcome passivity?

Cited by 16 publications

References 17 publications

Medical students create multiple-choice questions for learning in pathology education: a pilot study

Medical students create multiple-choice questions for learning in pathology education: a pilot study

A model for the use of blended learning in large group teaching sessions

Answering questions in a co‐created formative exam question bank improves summative exam performance, while students perceive benefits from answering, authoring, and peer discussion: A mixed methods analysis of PeerWise

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