Impact of practice quizzes on student perceptions and assessment outcomes of a third-year pharmacotherapy course

Abstract

Background: Practice quizzes have been associated with student learning, comprehension, and retention. This study aims to assess the impact of practice quiz utilisation for an infectious disease (ID) pharmacotherapy course. Methods: Student performance data for practice quizzes and assessments were collected. A survey was administered regarding student perception information of the practice quizzes. Results: Most students (95%) completed at least one quiz. For most of the quizzes (15/20), the number of quiz attempts among students who met the 80% competency bar was statistically higher than that of those who did not meet competency on course tests. Most students agreed/strongly agreed the quizzes impacted examination study behaviours (86%), performance (89%), and confidence (90%). Students supported additional course implementation of quizzes (97%), planned to utilise available practice quizzes in the future (96%), and would recommend them to other students (91%). Conclusion: ID practice quizzes were well received by students and may be a valuable learning tool.