Pop Quiz Research Articles

States of epistemic curiosity interfere with memory for incidental scholastic facts.

Curiosity can be a powerful motivator to learn and retain new information. Evidence shows that high states of curiosity elicited by a specific source (i.e., a trivia question) can promote memory for incidental stimuli (non-target) presented close in time. The spreading effect of curiosity states on memory for other information has potential for educational applications. Specifically, it could provide techniques to improve learning for information that did not spark a sense of curiosity on its own. Here, we investigated how high states of curiosity induced through trivia questions affect memory performance for unrelated scholastic facts (e.g., scientific, English, or historical facts) presented in close temporal proximity to the trivia question. Across three task versions, participants viewed trivia questions closely followed in time by a scholastic fact unrelated to the trivia question, either just prior to or immediately following the answer to the trivia question. Participants then completed a surprise multiple-choice memory test (akin to a pop quiz) for the scholastic material. In all three task versions, memory performance was poorer for scholastic facts presented after trivia questions that had elicited high versus low levels of curiosity. These results contradict previous findings showing curiosity-enhanced memory for incidentally presented visual stimuli and suggest that target information that generates a high-curiosity state interferes with encoding complex and unrelated scholastic facts presented close in time.

Pop Quiz! Do Pretrained Code Models Possess Knowledge of Correct API Names?

Pop Quiz! Do Pretrained Code Models Possess Knowledge of Correct API Names?

Pop Quiz! Do Pretrained Code Models Possess Knowledge of Correct API Names?

Pop Quiz! Do Pretrained Code Models Possess Knowledge of Correct API Names?

Commentary: Thinking of moving from academia into industry? Here are some things to consider

Commentary: Thinking of moving from academia into industry? Here are some things to consider

Infectious disease pop quiz: Clinical challenges for the ObGyn

Infectious disease pop quiz: Clinical challenges for the ObGyn

Living Kidney Donor Knowledge of Provided Information and Informed Consent: The PRINCE Study.

Background: Informed consent for living kidney donation is paramount, as donors are healthy individuals undergoing surgery for the benefit of others. The informed consent process for living kidney donors is heterogenous, and the question concerns how well they are actually informed. Knowledge assessments, before and after donor education, can form the basis for a standardized informed consent procedure for live kidney donation. Methods: In this prospective, a multicenter national cohort study conducted in all eight kidney transplant centers in The Netherlands, we assessed the current status of the informed consent practice for live donor nephrectomy. All of the potential living kidney donors in the participating centers were invited to participate. They completed a pop quiz during their first outpatient appointment (Cohort A). Living kidney donors completed the same pop quiz upon admission for donor nephrectomy (Cohort B). Results: In total, 656 pop quizzes were completed (417 in Cohort A, and 239 in Cohort B). The average donor knowledge score was 7.0/25.0 (±3.9, range 0–18) in Cohort A, and 10.5/25.0 (±2.8, range 0–17.5) in Cohort B. Cohort B scored significantly higher on overall knowledge, preparedness, and the individual item scores (p < 0.0001), except for the long-term complications (p = 0.91). Conclusions: Donor knowledge generally improves during the live donor workup, but it is still quite disappointing. Long-term complications, especially, deserve more attention during living kidney donor education.

Infectious disease pop quiz: Clinical challenges for the ObGyn

Infectious disease pop quiz: Clinical challenges for the ObGyn

Application of Pop Quiz Method in Teaching Biostatistics to Postgraduate Midwifery Students and Its Effect on Their Statistics Anxiety, Test Anxiety and Academic Achievement: A QuasiExperimental Study with Control Group

Introduction: Anxiety in students is a challenge of educational systems. The present study was conducted to investigate the efficiency of Pop Quiz (unannounced formative tests) in teaching biostatistics to postgraduate midwifery students and its effects on their statistics anxiety, test anxiety and statistical analysis skills. Methods: This quasi-experimental study conducted during the first semester of the academic year of 2019-2020 in the Faculty of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences. The MSc midwifery students were divided into two separate classes. One of the classes was randomly selected for educational intervention (Pop Quiz). Teaching via the lecture method considered as control method. Test anxiety and statistical anxiety questionnaires were completed by the students in both groups before the educational intervention, during and at the end of semester. The final exam score considered as the statistical skills score. Data were analyzed in SPSS 22 using Fisher's exact test and GEE model. Results: Thirty eight MSC midwifery students (12 in intervention group and 26 in comparison group) were recruited in this study. The mean and standard deviation of the exam score of students in lecture and Pop Quiz groups were respectively 14.43 ± 3.80 and 15.95 ± 2.79 (P=0.182). The patterns of change in test anxiety score differed significantly over time between the two teaching methods (P = 0.003). Although, there was a decreasing trend in mean score of statistics anxiety scores in Pop Quiz group in comparison with lecture based group, but there were not statistically significant differences. Conclusion: Applying Pop Quiz to teaching biostatistics reduces test anxiety and statistics anxiety and increases statistical analysis skills in postgraduate midwifery students.

Medication-Related Knowledge and Medication Adherence in Pediatric and Adolescent Patients with Inflammatory Bowel Disease.

BackgroundNon-adherence to oral maintenance therapy in adolescents with inflammatory bowel disease (IBD) is a significant healthcare problem. Knowledge of the prescribed medication can increase medication adherence. We aimed to investigate the relationship between medication adherence and disease-related knowledge of pediatric and adolescent patients with IBD.MethodsWe conducted a “pop quiz” to investigate the disease-related knowledge of pediatric patients with IBD who were followed-up at our institution and reviewed their medical records, including data on sex, diagnosis, age at diagnosis, and disease duration. Medication adherence was evaluated by the doctor in charge, and ≥ 80% of patients constituted the “good adherence group.”ResultsOf 93 patients, 59 (63.4%) were males, and 78 (83.9%) had Crohn's disease. The mean age at diagnosis was 13.8 ± 2.8 years; mean follow-up duration, 4.8 ± 3.4 years; and mean patient age, 18.6 ± 3.7 years. Only 65 patients (69.9%) knew the exact name of the medication they were currently taking, and 34 (36.6%) knew the correct dose. Only 15 patients (16.1%) knew the name of the medications they were previously taking. A total of 64 patients (66.8%) showed an adherence rate of 80% for the weekly prescribed oral medication. The patients in the poor adherence group were significantly older than those in the good adherence group (P = 0.035). The number of hospitalizations per year was statistically higher in the good adherence group (P = 0.024). The proportion of patients who knew the names of the medications they were previously taking and were aware of the side effects of the medications was significantly higher in the good adherence group (P = 0.008 and P = 0.020, respectively).ConclusionAdolescent IBD patients have lower oral medication adherence. Knowledge of the prescribed medications taken previously, and the adverse effects of these medications are associated with good adherence. IBD specialists should educate the patients regarding the disease and about their medication.

The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation

This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students&amp;rsquo; motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English - EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students&amp;rsquo; motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students&amp;rsquo; motivation.

Assessing Knowledge Retention, With and Without Simulations

ABSTRACTThis study examines the effectiveness of teaching with simulations, compared to active learning without simulations. It utilizes an anonymous extra-credit pop quiz on four topics, each taught with a different method: (1) simulation and in-class debriefing; (2) simulation only; (3) in-class discussions with an accompanying research essay; and (4) in-class discussions only. The study presents a range of assessment techniques used in simulation literature, and suggests the use of the anonymous extra-credit pop quiz as a simple and familiar teaching practice, but an overlooked assessment tool for simulations. The study presents the “Iranian Plane” simulation developed to teach decision making in crisis situations to political science undergraduates. It analyzes empirical evidence on knowledge retention with and without simulations based on students’ performance on the pop quiz 3 months after the simulation. The analysis shows that learning with simulation and debriefing together attains teaching goals set in advance. Simulation with debriefing was the most effective teaching mode for knowledge retention in terms of students’ performance in the quiz, simulation only was almost as successful, but learning without simulation was less efficient.

A critical reflection on the use of a pop quiz: how a care home is building a person-centred culture by understanding a person’s uniqueness

A critical reflection on the use of a pop quiz: how a care home is building a person-centred culture by understanding a person’s uniqueness

University academics’ perceptions of reading list labels

Purpose The purpose of this paper is to reflect on the results of continuing professional development sessions delivered to academics on the importance of a properly annotated reading list to the student experience. Design/methodology/approach As part of the session, the academics were asked to take part in a “pop quiz” providing their interpretation of commonly used reading list labels. Findings There was quite a broad interpretation of the labels, with several eliciting strongly positive or negative reactions. The similarity of meanings between some reading list labels made them redundant for helping students to prioritise their reading. Originality/value This case study could be used to provide sessions on reading lists at other institutions, and the results from the quiz can be used to simplify reading list labels.

Contested Rights: The Pedagogy and Logistics of Hosting Constitution Day

ABSTRACTTo seriously consider one's rights under the US Constitution, one must grapple with the realization that many rights are not absolute. Instead, they are contested. But how to introduce younger students to such a complex concept, given short attention spans? In this article, we discuss the opportunities, pitfalls, and planning logistics of the 2013 Constitution Day celebration at Emporia State University, a regional university in Kansas. Contested rights emerges as the central theme. Planned well in advance, the event brought middle and high school students from near and far to hear a keynote address and then attend a series of twenty-minute “mini-teach” breakout sessions with topics such as how voting rights vary across time and among the states today, the importance of the lesser-known Constitutional framer George Mason, a “pop quiz” on some basic concepts of the Constitution, and even a session debriefing the students about the keynote address itself. A local community group participated in the planning and led one of the breakout sessions. Overall, this approach proved a powerful way to introduce younger students to the Constitution and our campus, in a way that did not tax their attention spans. The fundamental, pedagogical theme is that rights are not absolute, but contested: the ongoing debate over rights versus responsibilities frames our understanding of the Constitution. This fits well with the university's new strategic plan, which centers on the common good.

Towards a standardised informed consent procedure for live donor nephrectomy: the PRINCE (Process of Informed Consent Evaluation) project—study protocol for a nationwide prospective cohort study

IntroductionInformed consent is mandatory for all (surgical) procedures, but it is even more important when it comes to living kidney donors undergoing surgery for the benefit of others. Donor education,...

Are Orthopaedic Residents Competent at Performing Basic Nonoperative Procedures in an Unsupervised Setting? A "Pop Quiz" of Casting, Knee Arthrocentesis, and Pressure Checks for Compartment Syndrome.

Many patient care procedures are routinely performed by orthopaedic residents while not directly supervised by attending physicians. However, resident competence to perform these procedures is often presumed and not confirmed by objective measures. The purpose of this study was to formally evaluate 3 basic pediatric orthopaedic procedures commonly performed without attending supervision. All orthopaedic residents (n=20) were asked to complete 3 procedures (placement and removal of a short arm cast, aspiration of a knee joint, and compartment pressure checks of a leg) under direct attending supervision. Attending faculty developed a checklist for each procedure, listing the appropriate steps required and criteria with which to assess the final results. Scores were calculated, including means and SDs. Change in score by postgraduate year level was determined by simple linear regression. The mean score for short arm cast application and removal was 6.2 of a total possible score of 8, with an average 1.1 increase in score per year of training (P<0.001). Uneven cast padding and lack of full thumb motion were the most common reasons for losing points. Knee joint aspiration had an average score of 6.2 of 7, with an average increase in score of 0.3 per year of training (P=0.046). Lack of equipment preparation and not donning gloves in a sterile manner were the most common reasons for losing points. Measure of leg compartment pressures had an average score of 9.7 of 12, with an average increase in score of 0.5 per increase in year of training (P=0.087). Injecting an inappropriate amount of fluid and not recording measurements were the most common reasons for losing points. The ability of a resident to appropriately perform certain procedures without direct supervision improves with advancing level of training. The most junior residents might not appropriately be placing short arm casts, aspirating knee joints, or checking compartment pressures of the leg. Level II—Diagnostic.

Does the timing of unannounced quizzes influence student behaviour in effort investment and learning output?

The main purpose of this research is to verify whether the timing of unannounced quizzes would influence students' behaviour in effort investment and learning output. Findings suggested that: (1) students' in-class effort was the same whether pop quizzes were held at the beginning or end of the class; while students studied harder outside the classroom in the beginning-of-class pop quiz system than in the end-of-class pop quiz system; (2) students' learning output was slightly better at the beginning of the system; (3) the mixed pop quiz system was better than the other two systems in improving students' efforts and learning outputs; and (4) daily lateness was lower in the beginning-of-class pop quiz system than in the end-of-class pop quiz system. However, early departures were lower in the end-of-class pop quiz system than in the beginning-of-class pop quiz system. A comparison of these three systems indicated that the mixed pop quiz system lowered late class arrivals and early departures.

IGNORANCE AND HYPOTHESIS

1 3 4 Y I G N O R A N C E A N D H Y P O T H E S I S E D I S O N M I Y A W A K I If a creature were asked, ‘‘What’s your definition of science?’’ that intelligent being would do well to borrow Albert Einstein’s answer , from 1939, delivered at the Princeton Theological Seminary. Science, Einstein said, ‘‘is the attempt at the posterior reconstruction of existence by the process of conceptualization.’’ What creature really understands those words? It’s the kind of question that Noam Chomsky from the Massachusetts Institute of Technology asks in a short book that summarizes fifty years of his work in linguistics, brain and cognitive science, and political theory. Excluding notes and a thoughtful foreword by the philosopher Akeel Bilgrami from Columbia University, we get 127 pages in four chapters for twenty bucks. Is it a bargain? Let’s put Chomsky’s title in the form of a multiple-choice question , then think about Einstein’s definition with some care, just to get to the pith of Chomsky’s discussion as I understand it. First, the pop quiz: W h a t K i n d o f C r e a t u r e s A r e W e ? by Noam Chomsky (Columbia University Press, 167 pp., $19.95) 1 3 5 R Human beings are creatures who A. use language B. think, using language C. often don’t think particularly well Among the multiple choices, I don’t include the possibility that human beings attempt at the posterior reconstruction of existence by the process of conceptualization. Yet options A through C all have to do with Einstein’s definition of science, to the point where a person could wonder whether humans, alone among all creatures , are scientific. But one shouldn’t presume that we, alone among creatures, reliably excel at science, because of option C. I admire Einstein’s definition, because it assumes very little. He doesn’t say that our big human brains reconstruct existence. We attempt at rebuilding existing things – meaning, I think, that if I gaze out of my window at a daytime’s clear sky, I’m ‘‘attempting at’’ the sky in a post hoc way. The sky I see isn’t necessarily the sky, because I’m already late in the game, a guy looking out of a window at something blue, but maybe it has already changed. I don’t come to know the sky at all because of another issue, which is Einstein’s carefully worded ‘‘process of conceptualization.’’ He doesn’t say that science is conceptualization, only that some process using concepts allows us to reconstruct existence after the fact. Einstein’s ‘‘process’’ suggests that using concepts – and, by implication , reconstructing existence – doesn’t happen just once in a wash of success. Not at all. We conceptualize and rebuild over and over – and once it’s done, we do it again. Maybe Einstein’s definition applies to what we roundly call thinking as much as it pertains to science. I admit that looking at the sky is no act of science until a person stops, perhaps, to gaze at it more intently. All the above leads me without detour to pages 91–92 in the fourth chapter of What Kind of Creatures Are We? The chapter’s title is ‘‘The Mysteries of Nature: How Deeply Hidden?’’ (By the way, every chapter title is a question: ‘‘What Is Language?’’; ‘‘What Can We Understand?’’; ‘‘What Is the Common Good?’’; and chapter 4’s, which I find the best of the lot.) Chapter 4 reproduces, essentially verbatim, a Chomsky article in The Journal of Philosophy from 2009. We might pause to think, with disappointment, that we have mere republication in front of us, not a late-career synthe- 1 3 6 M I Y A W A K I Y sis. Still, ideas do matter, and maybe they bear much repeating – as well as duplication for the public in hardback at a modest price. My quibble notwithstanding, on page 91, Chomsky discusses Galileo’s...

Does the timing of unannounced quizzes influence student behaviour in effort investment and learning output?

The main purpose of this research is to verify whether the timing of unannounced quizzes would influence students' behaviour in effort investment and learning output. Findings suggested that: (1) students' in-class effort was the same whether pop quizzes were held at the beginning or end of the class; while students studied harder outside the classroom in the beginning-of-class pop quiz system than in the end-of-class pop quiz system; (2) students' learning output was slightly better at the beginning of the system; (3) the mixed pop quiz system was better than the other two systems in improving students' efforts and learning outputs; and (4) daily lateness was lower in the beginning-of-class pop quiz system than in the end-of-class pop quiz system. However, early departures were lower in the end-of-class pop quiz system than in the beginning-of-class pop quiz system. A comparison of these three systems indicated that the mixed pop quiz system lowered late class arrivals and early departures.

Pop Quiz: a method for teaching and evaluation of students

Pop Quiz: a method for teaching and evaluation of students