David Stewart1, Peter Panus2, Nicholas Hagemeier1, Jim Thigpen1, Lauren Brooks3. 1. Bill Gatton College of Pharmacy, East Tennessee State University, Johnson City, Tennessee. 2. Bill Gatton College of Pharmacy, East Tennessee State University, Johnson City, Tennessee ; College of Clinical and Rehabilitative Health Sciences, East Tennessee State University, Johnson City, Tennessee. 3. College of Clinical and Rehabilitative Health Sciences, East Tennessee State University, Johnson City, Tennessee.
Abstract
OBJECTIVES: To determine if student self-testing improves performance during a doctor of pharmacy course. METHODS: Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback. RESULTS: Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subsequent examinations in all but the fourth testing period. CONCLUSIONS: Providing pharmacy students with self-testing opportunities could increase their retention of course material and provide feedback to both students and educators regarding learning, as well as provide students with a measure of their metacognition.
OBJECTIVES: To determine if student self-testing improves performance during a doctor of pharmacy course. METHODS: Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback. RESULTS: Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subsequent examinations in all but the fourth testing period. CONCLUSIONS: Providing pharmacy students with self-testing opportunities could increase their retention of course material and provide feedback to both students and educators regarding learning, as well as provide students with a measure of their metacognition.
Authors: Brenda L Gleason; Michael J Peeters; Beth H Resman-Targoff; Samantha Karr; Sarah McBane; Kristi Kelley; Tyan Thomas; Tina H Denetclaw Journal: Am J Pharm Educ Date: 2011-11-10 Impact factor: 2.047
Authors: Paul W Jungnickel; Kristi W Kelley; Dana P Hammer; Stuart T Haines; Karen F Marlowe Journal: Am J Pharm Educ Date: 2009-12-17 Impact factor: 2.047
Authors: Peter C Panus; David W Stewart; Nicholas E Hagemeier; Jim C Thigpen; Lauren Brooks Journal: Am J Pharm Educ Date: 2014-11-15 Impact factor: 2.047
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