Mean Exam Scores Research Articles

The use of formative online quizzes to enhance class preparation and scores on summative exams

Online quizzes were introduced into an undergraduate Exercise Physiology course to encourage students to read ahead and think critically about the course material before coming to class. The purpose of the study was to determine if the use of the online quizzes was associated with improvements in summative exam scores and if the online quizzes were valid predictors of summative exam performance. A retrospective analysis was performed on the course scores from three different groups of Exercise Physiology students. Students in group 1 completed the original version of the course, those in group 2 completed an updated version of the course that included more rigorous exam questions, and those in group 3 completed the same updated version of the course but with the addition of 10 required online quizzes. Results showed that the overall mean summative exam score from group 3 was significantly higher than that from group 2 (81.79 +/- 8.26 and 78.72 +/- 9.61, respectively). A significant positive correlation (r = 0.50) was also found between individual mean online quiz scores and individual mean exam scores for those students in group 3. It was concluded that the formative online quizzes did enhance summative exam performance and that the online quizzes were valid predictors of exam performance.

Learner Satisfaction With Web-Based Learning as an Adjunct to Clinical Experience in Burn Surgery

Web-based learning provides an effective adjunct to clinical experience in medical education. However, few efforts have assessed learner satisfaction with web-based medical education experiences. American Burn Association and Advanced Burn Life Support (ABLS)-Now is a self-directed web-based curriculum designed to teach clinicians how to assess and stabilize patients with serious burns during the critical hours after injury. The purpose of this study is to evaluate time spent by learners taking the course, to demonstrate successful completion of an exam by these clinicians after the course, and to describe learner satisfaction with ABLS-Now. This preliminary descriptive study analyzed exam scores and voluntary course evaluations of medical students and interns to assess effectiveness of and satisfaction with the web-based ABLS-Now curriculum. Eighteen students and interns completed the web-based ABLS-Now curriculum and follow-up survey. The mean exam score was 88%. Learner scores strongly correlated with time spent completing the course (r2 = .66, P = .01). Learner satisfaction was very high. Learners expressed an interest in using similar web-based tools to learn about other topics in surgery. For novice clinicians, ABLS-Now seems to be an effective way to provide basic burn care education at a time when other educational opportunities have been reduced by work hour restrictions. Learners found the modules easy to use, relevant, and interesting. They indicated an interest in future use of web-based learning to supplement clinical experiences. Web-based learning represents an effective and well-received addition to clinical education in surgery for residents and medical students.

Relationship Between Performance in Dental School and Performance on a Dental Licensure Examination: An Eight‐Year Study

This study assessed relationships between academic performance in dental school and "first attempt" performance on a state dental licensure examination for 1996-2003 graduates from the University of Florida College of Dentistry (UFCD). The 524 graduates were ranked into quartiles based on graduating GPA. Using analysis of variance (ANOVA), the students' mean exam score (or exam section score) for each respective quartile (n=131) was compared with mean score for graduates in the combined four quartiles (n=524). ANOVA assessments, by quartile, were performed for the following six measures: 1) overall composite score on the dental licensure exam, 2) clinical periodontics section, 3) clinical amalgam section, 4) combination of clinical periodontics and clinical amalgam, 5) laboratory (manikin exam) with a written prosthodontic exam, and 6) manikin exam without the prosthodontic exam. For the overall exam and all exam sections, a significant (p<0.001) relationship was found between higher mean exam scores and academic ranking in quartile 1. A significant relationship was found between performance (lower mean scores) and ranking in quartile 4 for all exam sections, with the exception of the clinical periodontal section. The results of this study indicate a correlation between performance in dental school and performance on the Florida dental licensure exam for 1996-2003 UFCD graduates.

COMPARISON OF BACCALAUREATE STUDENTS WITH DUAL ENROLLED HIGH SCHOOL STUDENTS IN AN ON-LINE INTRODUCTORY COURSE

In the Fall 2004 semester, an on-line Introductory Horticulture course was offered to both Baccalaureate (BS) and dual enrolled high school (HS) students through Texas Tech University. In this preliminary study, comparisons were made between the progress of BS and HS students. Mean exam scores, lab report grades, worksheet scores, number of hits, and final scores for all populations were normally distributed. A one-way analysis of variance indicated a significant difference between mean exam scores (F = 6.950, p &lt; 0.01) with HS scoring higher than BS students. Lab report and worksheet scores were significantly higher for BS students (p &lt; 0.001). BS students accessed the website more often than HS students (p &lt;.001). Final grades for the course were not significantly different (F = 6.950, p = 0.391) indicating that HS students performed as well as BS students in this online Introductory Horticulture course.

Two approaches to teaching/learning nursing psychomotor skills: self directed/paced learning and lecture/demonstration-based instruction

Purpos e : The present study aims at comparing the impact of two teaching/learning approaches self- directed/paced learning and lecture/demonstration-based instruction - on mastering psychomotor skills among nursing students. M a terial & Method: Thirty nursing students were selected for the study. They filled out questionnaires indicating the demographic factors, and mean exam scores achieved in the previous academic years. They were then randomly divided into two groups and assigned to the following groups: self directed/paced learning group and lecture/demonstration­ based instruction group. The selection of the students was based on the following criteria: their successful completion of the physiology and anatomy courses, a pre-test score of less than 40/100 assessing their competence in performing cardio-pulmonary resuscitation (CPR). The self-directed/paced learning group had no formal instruction. They received two sets of handouts and one video tape each. The first set of handouts indicated what the learning aims were. The second set demonstrated step by step instructions for performing CPR and the video tape was a complete demonstration of CPR. The students had access to a practice room to practice on a manikin. The lecture/demonstration centered group received two sessions of instruction, each lasting two hours. The lectures were on the objective of the course and the basic concepts of CPR. The lecturer gave a step by step demonstration of CPR. The students practised on the manikin and a tutor monitored their progress. Finding: The findings of the study indicated that there were no significant differences between the two groups. All students in both groups performed significantly better in the post-tests. There was a positive correlation between age and the post-test scores of the self directed/paced learning group. There was also a positive correlation between the previous mean exam scores and the post­ test results of the lecture/demonstration based instruction group. Conclusion: Both methods were successful in changing students' psychomotor skills in performing CPR. However, there is evidence that self­ directed learning is effective with more students, unlike the lecture demonstration method which seems to work better with good learners. Based on the lack of correlation between past exam scores and post-test results, the performance of the students in self directed/paced learning indicates that they were probably more motivated than the other group. The older students also gained from this method of learning. Keywords: Teacher-directed learning model, self-directed learning, psychomotor skills and Nursing

Assessing the Psychology Major: A National Survey of Undergraduate Programs

A representative sample of 305 four-year postsecondary schools, ranging from regional colleges to national universities, was surveyed to determine the extent of assessment of the psychology major. We found that only a minority of psychology departments are doing such assessment. Regional schools seem more often engaged in assessment than national schools. Assessment strategies usually mean exit exam scores and sometimes exit interviews or senior theses. References are provided to assist departments planning assessment programs.