MOTIVATION TO LEARN PHYSIOLOGY USING END OF LECTURE QUIZZES

OBJECTIVES: Exams are known to be strong external motivators for study. In this study, this observation was utilized to increase the attendance and attention of students in lectures. METHODOLOGY: Tests were conducted at the end of every lecture, on the material covered in that lecture. A total of 12...

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Autor principal: Bamosa, Abdullah O.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Medknow Publications & Media Pvt Ltd 2004
Materias:
Medical Education
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3410096/
https://www.ncbi.nlm.nih.gov/pubmed/23012055
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author Bamosa, Abdullah O.
author_facet Bamosa, Abdullah O.
author_sort Bamosa, Abdullah O.
collection PubMed
description OBJECTIVES: Exams are known to be strong external motivators for study. In this study, this observation was utilized to increase the attendance and attention of students in lectures. METHODOLOGY: Tests were conducted at the end of every lecture, on the material covered in that lecture. A total of 12 tests on renal physiology, consisting of 4 MCQs each, were done. Students (137 male & female) were requested to fill a questionnaire of 18 items, rated on a 5-point scale in addition to some open questions. RESULTS: Analysis of the 137 questionnaires showed that students who had participated had found it enjoyable. However, some students pointed out certain disadvantages in the practice. CONCLUSION: It is concluded that end-of- lecture quizzes are an extremely useful stimulus for motivation provided they are random, answers are given, and cheating is minimized.
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spelling pubmed-34100962012-09-24 MOTIVATION TO LEARN PHYSIOLOGY USING END OF LECTURE QUIZZES Bamosa, Abdullah O. J Family Community Med Medical Education OBJECTIVES: Exams are known to be strong external motivators for study. In this study, this observation was utilized to increase the attendance and attention of students in lectures. METHODOLOGY: Tests were conducted at the end of every lecture, on the material covered in that lecture. A total of 12 tests on renal physiology, consisting of 4 MCQs each, were done. Students (137 male & female) were requested to fill a questionnaire of 18 items, rated on a 5-point scale in addition to some open questions. RESULTS: Analysis of the 137 questionnaires showed that students who had participated had found it enjoyable. However, some students pointed out certain disadvantages in the practice. CONCLUSION: It is concluded that end-of- lecture quizzes are an extremely useful stimulus for motivation provided they are random, answers are given, and cheating is minimized. Medknow Publications & Media Pvt Ltd 2004 /pmc/articles/PMC3410096/ /pubmed/23012055 Text en Copyright: © Journal of Family and Community Medicine http://creativecommons.org/licenses/by-nc-sa/3.0 This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Medical Education
Bamosa, Abdullah O.
MOTIVATION TO LEARN PHYSIOLOGY USING END OF LECTURE QUIZZES
title MOTIVATION TO LEARN PHYSIOLOGY USING END OF LECTURE QUIZZES
title_full MOTIVATION TO LEARN PHYSIOLOGY USING END OF LECTURE QUIZZES
title_fullStr MOTIVATION TO LEARN PHYSIOLOGY USING END OF LECTURE QUIZZES
title_full_unstemmed MOTIVATION TO LEARN PHYSIOLOGY USING END OF LECTURE QUIZZES
title_short MOTIVATION TO LEARN PHYSIOLOGY USING END OF LECTURE QUIZZES
title_sort motivation to learn physiology using end of lecture quizzes
topic Medical Education
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3410096/
https://www.ncbi.nlm.nih.gov/pubmed/23012055
work_keys_str_mv AT bamosaabdullaho motivationtolearnphysiologyusingendoflecturequizzes

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