Student perceptions of group examinations as a method of exam review in pharmacotherapeutics

LaBossiere, Mark D.; Dell, Kamila A.; Sunjic, Katlynd; Wantuch, Gwendolyn A.

doi:10.1016/j.cptl.2016.02.002

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…Spaced learning was also implemented in simulation settings (n = 24, 23%), generally used to disperse training sessions over time to stimulate clinical skill acquisition. In total 24 studies (23%) were conducted in classrooms and applied to various educational activities, ranging from repeated practice and testing of basic science mechanisms, to clinical scenarios and skill training.…”

Section: Resultsmentioning

confidence: 99%

“…For the classroom setting, most studies described the use of interim (eg cumulative) testing (n = 15) to enhance long‐term retention of to‐be‐learned information. Other applications of spaced learning in the classroom involved the distribution of teaching or learning sessions over multiple days (n = 3), weeks (n = 3), or months (n = 1).…”

Section: Resultsmentioning

confidence: 99%

“…For the simulation setting, studies frequently used designs in which training sessions were distributed within a single day 56,75,88,92,95,100,106 (n = 7) or within a set number of consecutive days, weeks or months 56,67,68,76,86-88,93,95-100,106 (n = 15). Notably, there were numerous differences in the number of training sessions, total training time and duration of intervals.For the classroom setting, most studies described the use of interim (eg cumulative) testing58,61,62,65,66,70,103,[107][108][109][110][111][117][118][119] (n = 15) to enhance long-term retention of to-be-learned information. Other applications of spaced learning in the classroom involved the distribution of teaching or learning sessions over multiple days60,72,112 (n = 3), weeks49,50,59,73 (n = 3), or months 73 (n = 1).…”

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confidence: 99%

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Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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Objectives To investigate the definitions and applications of ‘spaced learning’ and to propose future directions for advancing its study and practice in health professions education. Method The authors searched five online databases for articles published on spaced learning in health professions education prior to February 2018. Two researchers independently screened articles for eligibility with set inclusion criteria. They extracted and analysed key data using both quantitative and qualitative methods. Results Of the 2972 records retrieved, 120 articles were included in the review. More than 90% of these articles were published in the last 10 years. The definition of spaced learning varied widely and was often not theoretically grounded. Spaced learning was applied in distinct contexts, including online learning, simulation training and classroom settings. There was a large variety of spacing formats, ranging from dispersion of information or practice on a single day, to intervals lasting several months. Generally, spaced learning was implemented in practice or testing phases and rarely during teaching. Conclusions Spaced learning is infrequently and poorly defined in the health professions education literature. We propose a comprehensive definition of spaced learning and emphasise that detailed descriptions of spacing formats are needed in future research to facilitate the operationalisation of spaced learning research and practice in health professions education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

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Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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“…Time management is a necessary skill enabling students to effectively handle the workload in the stressful time in the pre-exam period. It is also needed to organize group work, which is a learning strategy often and successfully used by students (LaBossiere, Dell et al 2016). In regard to this popular learning strategy, an important factor is the ability to communicate aspects of organization (meeting date and place, agenda) and content related topics (distribute helpful literature in a workgroup).…”

Section: Students' Tasks In Higher Educationmentioning

confidence: 99%

Mobile Device Usage in Higher Education

Delcker

Honal

2018

Digital Technologies: Sustainable Innovations for Improving Teaching and Learning

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This paper focuses on mobile device usage of students in higher education. While more and more students embrace mobile devices in their daily life, institutions attempt to profit from those devices for educational purposes. It is therefore crucial for institutional development to identify students' needs and how mobile devices may facilitate these needs. This longitudinal study with N = 172 students compares the use of e-Readers and tablets for learning at a higher education institution. While e-Readers offer inexpensive solutions for reading texts, tablets provide a much wider range of applications, such as communicating with other students, accessing learning management systems, or conducting research online. Findings indicate that students evaluate tablets as a more useful device for learning. Interestingly, students using tablets also start to include more and more mobile learning technologies into their learning strategies.

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“…Students typically appreciate this approach [75][76][77]. They report that such approaches enhance their understanding, provide opportunities to develop relationships with their peers [78], and reduce stress [79].…”

Section: Collaborative Quizzes To Support Learningmentioning

confidence: 99%

Improved Learning Through Collaborative, Scenario-based Quizzes in an Undergraduate Control Theory Course

Oishi¹,

Svihla²,

Law³

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Information, and Leaning Sciences. He received his PhD in Educational Psychology from the University of Oklahoma. His research explores the social aspects of self-regulation in collaborative learning environments. In addition, he has been conducting studies examining the effects of different scaffolding approaches, including massively multiplayer online games, computer-based simulation, and dynamic modeling, on students' complex problem-solving learning outcomes. Improved learning through collaborative, scenario-based quizzes in an undergraduate control theory course Abstract A significant challenge for many students in introductory control theory courses is the abstract mathematical concepts, as well as application of those concepts to engineering problems. When students are overwhelmed with the material, they often aim for rote application of mathematical formulas, without attempting higher-level critical thinking (e.g., evaluation, comparison, design).We constructed a series of five in-class scenario-based quizzes, implemented in lieu of standard lectures, to facilitate higher levels of understanding. Students worked in teams of three to solve multiple-choice and short-answer problems designed around a specific scenario. For example, one scenario involved analysis of transient properties (e.g., settling time, percent overshoot) of a teleoperation system for robotic surgery, and prompted students to weigh trade-offs between responsiveness and excessive motion. In order to assess the value of collaboration in these quizzes, we contrast student gains on one scenario-based quiz completed individually to those completed collaboratively. We evaluated pre-test performance and conceptual growth using a validated concept inventory [1]. Students also completed a pre/post measure of their abilities to co-regulate their work as members of a group. We found that students showed improved coregulation abilities, performed lowest on the individually completed quiz, and that the students who began with the lowest scores on the concept inventory had comparable outcomes to their higher-scoring peers. Collaborative quizzes are well aligned to active learning approaches to teaching and have potential to improve understanding of math-intensive engineering concepts, as well as further develop students' ability to apply these concepts to actual engineering analysis and design problems. Introduction and research purpose

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Student perceptions of group examinations as a method of exam review in pharmacotherapeutics

Cited by 4 publications

References 12 publications

Conceptualising spaced learning in health professions education: A scoping review

Conceptualising spaced learning in health professions education: A scoping review

Mobile Device Usage in Higher Education

Improved Learning Through Collaborative, Scenario-based Quizzes in an Undergraduate Control Theory Course

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