Quiz Format Research Articles

Benefits and Limitations of Text Messages to Stimulate Higher Learning Among Community Providers: Participants' Views of an mHealth Intervention to Support Continuing Medical Education in Vietnam.

A randomized controlled trial was conducted in 2015 to evaluate a mobile continuing medical education (mCME) intervention that provided daily text messages to community-based physicians' assistants (CBPAs) in Thai Nguyen Province, Vietnam. Although the intervention failed to improve medical knowledge over a 6-month period, a companion qualitative study provided insights on the views and experiences of intervention participants. We conducted focus group discussions (FGDs) and in-depth interviews (IDIs) among participants randomized to receive text messages containing either simple medical facts or quiz questions. Trained interviewers collected data immediately following the conclusion of the trial in December 2015. Using semi-structured question guides, respondents were queried on their views of the intervention, positive and negative, and perceived impacts of the intervention. During analysis, after learning that the intervention had failed to increase knowledge among participants, we also examined reasons for lack of improvement in medical knowledge. All analyses were performed in NVivo using a thematic approach. A total of 70 CBPAs engaged in one of 8 FGDs or an IDI. One-half were men; average age among all respondents was 40 years. Most (81%) practiced in rural settings and most (51%) focused on general medicine. The mean length of work experience was 3 years. All respondents made positive comments about the intervention; convenience, relevance, and quick feedback (quiz format) were praised. Downsides encompassed lack of depth of information, weak interaction, technology challenges, and challenging/irrelevant messages. Respondents described perceived impacts encompassing increased motivation, knowledge, collegial discussions, Internet use to search for more information, and clinical skills. Overall, they expressed a desire for the intervention to continue and recommended expansion to other medical professionals. Overreliance on the text messages, lack of effective self-study, and technical/language-based barriers may be potential explanations for intervention failure. As a form of mCME, daily text messages were well-received by community-level health care providers in Vietnam. This mCME approach appears very promising in low-resource environments or where traditional forms of CME are impractical. Future models might consider enhancements to foster linkages to relevant medical materials, improve interaction with medical experts, and tailor medical content to the daily activities of medical staff.

Modifying the Monte Carlo Quiz to Increase Student Motivation, Participation, and Content Retention

ABSTRACTFernald developed the Monte Carlo Quiz format to enhance retention, encourage students to prepare for class, read with intention, and organize information in psychology classes. This author modified the Monte Carlo Quiz, combined it with the Minute Paper, and applied it to various courses. Students write quiz questions as part of the Minute Paper and the instructor selects questions to include in the next day's quiz. Rolling a die determines if the quiz will be taken on a particular day. If yes, a second roll of the die determines the quiz question answered. There was improved performance on quizzes and tests while students favorably reported that this format increases their out-of-class preparation and content retention.

The influence of online quizzes on the acquisition of public affairs knowledge

ABSTRACTDrawing from a “mix of attributes” approach, this study analyzes whether interactive online news quizzes engage site visitors and help individuals acquire news knowledge. Results of a nationwide experiment (n = 456) indicate that online quizzes, whether using a multiple-choice or slider format, help citizens acquire public affairs knowledge and lead them to spend more time with public affairs information relative to presenting information without a quiz. Two field tests show that news site visitors engage with slider and multiple-choice quizzes at similar rates, and engage more and for longer amounts of time if two different interactive quiz formats are available on a Web page.

Using quizzes to improve exam scores

This session will begin with an overview of the testing effect, i.e., the phenomena of retrieval having a positive effect on long-term memory, the testing effect has been demonstrated in a variety of different classroom settings across a range of disciplines. Multiple studies have found that quizzing generally improves long-term retention, and this effect can be enhanced by different quiz formats. Specifically, fill-in-the-blank quizzes result in higher multiple-choice exam scores than multiple-choice quizzes on the same material (examples include McDaniel, Anderson, Derbish, and Morrissette, 2007; Birenbaum, 2007; and Roediger & Marsh, 2005). We will then report on research we’ve conducted at George Mason University on the effect of an intermediate quiz type – fill-in with word bank. The session will continue with a discussion of possible new directions for the current study. The session will conclude with a discussion of the ways instructors from multiple disciplines can incorporate quizzes into their own classes to help their students retain and recall information more effectively. Birenbaum, M. (2007). Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education, 53(6), 749-768. McDaniel, M.A., Anderson, J.L., Derbish, M.H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(405), 494-513. Roediger III, H.L., & Marsh, E.J. (2005). The Positive and Negative Consequences of Multiple-Choice Testing. Journal of Experimental Psychology, 31(5), 1155-1159.

A Study of Enhancing Reliability of Classroom Self-Assessment in University

The usefulness of self-assessment for evaluation purposes has been controversial among language testers and teachers, pointing to the long-held psychometric concerns of its low-leveled reliability for assessment. This study aimed at exploring the possibility of enhancing the reliability of self-assessment used in a college English classroom (n=32) by diagnosing a cause of deteriorating the reliability quality of self-assessment and seeking measures to offset the negative factor for future use. In order to achieve the goals of the study, internal consistency reliabilities were obtained before and after an improvement was made in the self-assessment. Students’ feedback on the self-assessment was sought through a focus-group interview. Next, a multiple regression analysis was conducted to see if self-assessment can be a significant predictor in students’ final grades in the course. The independent variables used for this study were final exam, midterm exam, and five self-assessments. The results of the analyses are as follows: 1) from the focus-group interview on the 6th week of semester, a subjectivity problem of self-assessments was found and a new set of items in a quiz format were added for its modified version, 2) Cronbach’s α’s of self-assessments have drastically gone up from its original ones (.514-.546) to modified ones (.614-.850), and 3) four variables were included in the final model predicting students’ final grades: final exam, midterm exam, third and second self-assessments. Based on the findings, a new perspective on reliability issues in self-assessment was proposed.

In Their Own Best Interest: Data-Based Decisions in the Classroom

Regular quizzing that requires retrieval (e.g., fill-in-the-blank and open-ended questions) has been found to enhance the retention of information relative to quizzing that requires recognition (i.e., multiple-choice questions). This phenomenon, called the testing effect, has been demonstrated in a variety of laboratory and classroom studies. In past semesters, students in an upper-level psychology course who took fill-in-the blank quizzes performed significantly better on multiple-choice exams than students who took multiple-choice quizzes covering the same material. More recently, students have been provided with information about the testing effect, including data from earlier semesters of the same course, and allowed to individually choose their quiz format. While many students initially chose fill-in-the-blank quizzes, the majority switched to multiple-choice quizzes when allowed to do so one quarter of the way through the semester. Students in three sections of the course have exhibited this same pattern, despite evidence from their own sections that, on average, students taking fill-in quizzes earned higher grades on the first exam. The implications of this behavior, as well as its potential as a "teachable moment," will be considered.

An Investigation of Student Web Activity in a “flipped” Introductory Physics Class

In the last few years, flipped teaching has become one of the most popular teaching trends being adopted. Yet, there is a lack of data on what students use and find useful while taking these classes. This paper focuses on the use of class web logs, student surveys and class records to analyze student use of the material developed as well as how this use correlates with course results. The course being investigated is taught once a year by the same professor. It is the second course in an introductory physics course sequence for life science majors. The flipped format was adopted gradually in the course starting the Spring 2009 semester. The analysis focuses on the last iteration. The current format of the course was partially driven by student input, and took several years to fully implement. In this case, lecture time is devoted to answer and discuss questions, work on practice problems, and, sometimes, to explore the topics students find interesting. Instead of lectures students complete online multimedia quizzes, embedding both short lecture type recording segments simulations and videos. The quiz format is meant to help students identify the topics they don’t understand. Homework is also completed online. It includes both traditional end of the chapter problems and simulation mediated questions. Students also complete pre-laboratory simulation mediated activities. The analysis focused on the analysis of each of the components the students complete online. That data was also correlated to the student performance in various class assignments.

Asylum seekers, citizenship and reality TV in the Netherlands: quizzing refugees in jeopardy

This article interrogates a Dutch jeopardy style TV show, Weg van Nederland, featuring young, well-educated asylum seekers about to be deported. The TV program, devised in collaboration with the advocacy group ‘Defense for Children,’ performed the paradoxes resulting from the ‘inclusive exclusion’ of asylum seekers. Yet, its strategy of inscribing the contestants into the space of citizenship by highlighting their ‘rootedness’ through the quiz format also lent support to the exclusivist, essentialist understanding of national belonging that is produced in contemporary Dutch citizenship and integration law. Moreover, the show's focus on successful, thoroughly integrated and career driven young adults, while pragmatic from the perspective of the show's (limited) political objectives, also reproduced the preferred template of neoliberal citizenship, which drives the European migration regime and its policy of selective in/exclusion. These contradictions expose the possibilities, as well as the limitations, of humanitarian appeals working within the contemporary media regime, including reality TV, which imposes its own generic terms (and ideological inflections) on the justice claims launched within its public arena.

Imaging Curriculum of Complications in Orthotopic Liver Transplantation

OPEN ACCESSJuly 5, 2013Imaging Curriculum of Complications in Orthotopic Liver Transplantation Puneet Bhargava, MD, Adeel Seyal, Mariam Moshiri, Chandana Lall, Sadaf Zaidi, MD, Lorenzo Mannelli, Andre Dick, Sandeep Vaidya, Orpheus Kolokythas, Manjiri Dighe Puneet Bhargava, MD University of Washington School of Medicine Google Scholar More articles by this author , Adeel Seyal Harrison Medical Center Google Scholar More articles by this author , Mariam Moshiri University of Washington Google Scholar More articles by this author , Chandana Lall University of California, Irvine Google Scholar More articles by this author , Sadaf Zaidi, MD University of Washington School of Medicine Google Scholar More articles by this author , Lorenzo Mannelli University of Washington School of Medicine Google Scholar More articles by this author , Andre Dick University of Washington School of Medicine Google Scholar More articles by this author , Sandeep Vaidya University of Washington School of Medicine Google Scholar More articles by this author , Orpheus Kolokythas University of Washington School of Medicine Google Scholar More articles by this author , Manjiri Dighe University of Washington School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9465 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: Orthotopic liver transplantation is an established treatment for patients with end-stage liver disease or acute liver failure. The procedure is distinct from living related liver transplantation with regard to surgical technique, postoperative anatomy, and some complications. The aim of this imaging curriculum is to educate radiology, surgery, gastroenterology, hepatology, and internal medicine trainees regarding basic anatomy of the post-orthotopic transplant liver, its various complications, and the role of imaging in their diagnosis. Methods: This presentation provides an opportunity to learn imaging characteristics of complications of orthotopic liver transplantation in an interactive format. We have included relevant information and highlighted important teaching points in a series of PowerPoint presentations. This presentation is given to our incoming radiology residents to familiarize them with various aspects of imaging of orthotopic liver transplantation. Results: Another version of this presentation has been presented in the University of Washington Annual Radiology Review Course for the last 3 years with excellent feedback. Discussion: This resource has been designed to focus on imaging findings and includes a brief description of clinical information. Laboratory data and its details are not included as the focus of this resource is on understanding imaging findings. Adding more cases in quiz format at the end of the presentation will help reinforce learning. Educational Objectives By the end of this module, the learner will be able to: Understand basic surgical anatomy and various surgical techniques employed during orthotopic liver transplantation.Identify the normal imaging appearance of a liver transplant on various modalities.Identify complications associated with orthotopic liver transplantation and their basic management. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide for OLT.doc Imaging of OLT Teaching file.pptx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2013 Bhargava et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsOrthotopic Liver TransplantationLiver TransplantationTeaching FileComplicationsImagingTransplantation Disclosures None to report. Funding/Support None to report. Loading ...

Group Quiz: A Tool for Nutrition Education and Self-assessment

A quiz program is a test of knowledge especially between individuals or teams, as a form of entertainment. The quiz format provides motivation not only for participants, but also for the audience, because it provides 4 kinds of gratification and appeals: (1) Self-rating appeal: On a primary level, it serves as a tool of selfassessment of intellectual status or subject knowledge in relation to the others; (2) Social interaction: Questions can encourage social interaction because they can be discussed within the team and at audience level; (3) Excitement appeal: The appeal of winning a prize or being rated as superior among peers; and (4) Educational appeal: Quizzes serve as educational tools by encouraging thinking and learning. Applying collaborative and cooperative learning theories, group quizzes serve as effective means of imparting education. Quizzes engage participants in collaborative learning by helping them harness joint intellectual effort and group processing. They also promote positive interdependence andmotivate participants for cooperative learning. In addition, they improve recall of information, generate discussion, and prompt those with no knowledge (even among audience) to learn.

The Impact of Pre- and Post-Lecture Quizzes on Performance in Intermediate Accounting II

ABSTRACT: The purpose of this paper is to report the results of an investigation of the impact of online quizzing on accounting majors' examination performance in the second intermediate accounting course. Specifically, course sections with no quizzes, post-lecture quizzes, and a combination of pre- and post-lecture quizzes are compared. The data are based on 666 students completing Intermediate Accounting II at a large public university in the United States. Results suggest that using both pre- and post-lecture quizzes can lead to improved student preparation, increased student participation during class discussions, more effective use of lecture time, and significant improvement in students' performance on subsequent examinations. Significant interactions between GPA and the presence of pre- and post-lecture quizzes indicate that the effectiveness of specific quiz formats is contingent upon student aptitude level. Students with low GPAs benefit more from the addition of post-lecture quizzes, while students with higher GPAs benefit more from the addition of pre-lecture quizzes.

Emesis in Diabetes Mellitus

It is estimated that 20–40% of patients with diabetes, particularly those with prolonged duration of type 1 diabetes mellitus with other complications develop gastroparesis .We present in a picture quiz format the interesting case of an elderly lady presenting with diabetic gastroparesis in a tertiary care hospital in India.

Value of 3-D CT in Classifying Acetabular Fractures During Orthopedic Residency Training

The complex anatomy of the pelvis and acetabulum have historically made classification and interpretation of acetabular fractures difficult for orthopedic trainees. The addition of 3-dimensional (3-D) computed tomography (CT) scan has gained popularity in preoperative planning, identification, and education of acetabular fractures given their complexity. Therefore, the authors examined the value of 3-D CT compared with conventional radiography in classifying acetabular fractures at different levels of orthopedic training. Their hypothesis was that 3-D CT would improve correct identification of acetabular fractures compared with conventional radiography.The classic Letournel fracture pattern classification system was presented in quiz format to 57 orthopedic residents and 20 fellowship-trained orthopedic traumatologists. A case consisted of (1) plain radiographs and 2-dimensional axial CT scans or (2) 3-D CT scans. All levels of training showed significant improvement in classifying acetabular fractures with 3-D vs 2-D CT, with the greatest benefit from 3-D CT found in junior residents (postgraduate years 1-3).Three-dimensional CT scans can be an effective educational tool for understanding the complex spatial anatomy of the pelvis, learning acetabular fracture patterns, and correctly applying a widely accepted fracture classification system.

(vii) Radiology Quiz: Lower limb amputation stump pain

Stump pain following lower limb amputation is common. Correct management relies on an accurate diagnosis of the underlying aetiology. The radiological diagnosis of the main causes of stump pain is discussed, with cases presented in a quiz format.

Management of Thyroid Nodules: A Curriculum in a Quiz Format Based on Society of Radiologists in Ultrasound Guidelines

Abstract This is a curriculum intended for radiology, endocrinology, and oncology residents, fellows, and faculty to learn the appropriate recommendations for thyroid nodule workup as seen on ultra...

The Impact of Pre- and Post-Lecture Quizzes on Performance in Intermediate Accounting II

The purpose of this paper is to report the results of an investigation of the impact of online quizzing on accounting majors’ examination performance in the second intermediate accounting course. Specifically, course sections with no quizzes, post-lecture quizzes, and a combination of pre- and post-lecture quizzes are compared. The data is based on 666 students completing Intermediate Accounting II at a large public university in the United States. Results suggest that using both pre- and post-lecture quizzes can lead to improved student preparation, increased student participation during class discussions, more effective use of lecture time, and significant improvement on students’ performance on subsequent examinations. Significant interactions between GPA and the presence of pre- and post-lecture quizzes indicate that the effectiveness of specific quiz formats is contingent upon student aptitude level. Students with low GPAs benefit more from the addition of post-lecture quizzes while students with higher GPAs benefit more from the addition of pre-lecture quizzes.

The dangerous deconstruction of gender: narrative inquiry of masculinities in a popular children's book

The leisure pastime of children's reading transmits important cultural messages about gender and identity. The messages relayed through the guise of innocent characters, settings, and plots many times reinforce dominant discourses and expectations of cultural appropriateness. In order to highlight the ways that reading can become a mechanism for the dissemination of heteronormative notions of gender, we explored the popular children's book The dangerous book for boys. Using the methodology of narrative inquiry, we analyzed the text to illuminate the leisurely ‘tellings’ and ‘not tellings’ of meta-narratives related to the dominant discourse of masculinities. Data and results are presented using creative analytic practice in a quiz format that might be found in a young adult magazine. This quiz shows that only three typical archetypes, The Beav, Bond, and Boone, are presented as appropriate masculinities in the book. We concluded that ‘a book for all boys’ should be more representative of the multiple masculinities found within socio-cultural discourse.

Discouraging Academic Dishonesty in Online Courses

With the development of distance education and blended course delivery formats, our faculty faced new issues related to academic integrity in online testing. Current students often differ in their understanding of what is appropriate academic behavior and what is considered cheating. Enhancing quiz formats and educating faculty and students about academic integrity policies has minimized the situation in our program.

Skeletal changes mimicking intrathoracic disease on chest radiographs

Various chest radiographs are illustrated to demonstrate features where bony changes may mimic intrathoracic disease. To confirm the skeletal origin and nature, further conventional radiographs often suffice, and the need for CT or scintigraphy may therefore be obviated. At the time of presentation for radiography of the chest, further pertinent clinical details can be obtained from the patient by the department staff, as required. All previous radiographs and radiological reports should be readily available. In order to add to the educational value of the 13 cases illustrated, all are presented in quiz format, with the answers and further images included in the text.

Rule Britannia! Britannia rules the waves: A cross-cultural study of five English-speaking versions of a British quiz show format

This study analyzed the content of questions in the quiz show Who Wants to be a Millionaire in the UK, the USA, Australia, Singapore, and India. A total of 1,823 questions were sampled (427 from British programs, 374 from American programs, 324 from Australian programs, 349 from Singapore, and 349 from India). The topics of questions varied from country to country with programs in Australia and the UK over-representing language, the USA and Singapore over-representing light entertainment, and India over-representing history. The share of local themes was positively related to the country’s size of population. In all the countries, questions that awarded higher prizes more frequently required academic knowledge, whereas pocket money questions more often called for popular everyday knowledge. Overall, the global quiz format appears to be sensitive to relatively small cultural differences. The hierarchy of knowledge it features is in line with western norms.