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The effect of a daily quiz (TOPday) on self-confidence, enthusiasm, and test results for biomechanics
Many students in Biomedical Sciences have difficulty understanding biomechanics. In a second-year course, biomechanics is taught in the first week and examined at the end of the fourth week. Knowledge is retained longer if the subject material is repeated. However, how does one encourage students to...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Bohn Stafleu van Loghum
2013
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3889994/ https://www.ncbi.nlm.nih.gov/pubmed/24288127 http://dx.doi.org/10.1007/s40037-013-0096-6 |
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author | Tanck, Esther Maessen, Martijn F. H. Hannink, Gerjon van Kuppeveld, Sascha M. H. F. Bolhuis, Sanneke Kooloos, Jan G. M. |
author_facet | Tanck, Esther Maessen, Martijn F. H. Hannink, Gerjon van Kuppeveld, Sascha M. H. F. Bolhuis, Sanneke Kooloos, Jan G. M. |
author_sort | Tanck, Esther |
collection | PubMed |
description | Many students in Biomedical Sciences have difficulty understanding biomechanics. In a second-year course, biomechanics is taught in the first week and examined at the end of the fourth week. Knowledge is retained longer if the subject material is repeated. However, how does one encourage students to repeat the subject matter? For this study, we developed ‘two opportunities to practice per day (TOPday)’, consisting of multiple-choice questions on biomechanics with immediate feedback, which were sent via e-mail. We investigated the effect of TOPday on self-confidence, enthusiasm, and test results for biomechanics. All second-year students (n = 95) received a TOPday of biomechanics on every regular course day with increasing difficulty during the course. At the end of the course, a non-anonymous questionnaire was conducted. The students were asked how many TOPday questions they completed (0–6 questions [group A]; 7–18 questions [group B]; 19–24 questions [group C]). Other questions included the appreciation for TOPday, and increase (no/yes) in self-confidence and enthusiasm for biomechanics. Seventy-eight students participated in the examination and completed the questionnaire. The appreciation for TOPday in group A (n = 14), B (n = 23) and C (n = 41) was 7.0 (95 % CI 6.5–7.5), 7.4 (95 % CI 7.0–7.8), and 7.9 (95 % CI 7.6–8.1), respectively (p < 0.01 between A and C). Of the students who actively participated (B and C), 91 and 80 % reported an increase in their self-confidence and enthusiasm, respectively, for biomechanics due to TOPday. In addition, they had a higher test result for biomechanics (p < 0.01) compared with those who did not actively participate (A). In conclusion, the teaching method ‘TOPday’ seems an effective way to encourage students to repeat the subject material, with the extra advantage that students are stimulated to keep on practising for the examination. The appreciation was high and there was a positive association between active participation, on the one hand, and self-confidence, enthusiasm, and test results for biomechanics on the other. |
format | Online Article Text |
id | pubmed-3889994 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2013 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-38899942014-01-14 The effect of a daily quiz (TOPday) on self-confidence, enthusiasm, and test results for biomechanics Tanck, Esther Maessen, Martijn F. H. Hannink, Gerjon van Kuppeveld, Sascha M. H. F. Bolhuis, Sanneke Kooloos, Jan G. M. Perspect Med Educ Original Article Many students in Biomedical Sciences have difficulty understanding biomechanics. In a second-year course, biomechanics is taught in the first week and examined at the end of the fourth week. Knowledge is retained longer if the subject material is repeated. However, how does one encourage students to repeat the subject matter? For this study, we developed ‘two opportunities to practice per day (TOPday)’, consisting of multiple-choice questions on biomechanics with immediate feedback, which were sent via e-mail. We investigated the effect of TOPday on self-confidence, enthusiasm, and test results for biomechanics. All second-year students (n = 95) received a TOPday of biomechanics on every regular course day with increasing difficulty during the course. At the end of the course, a non-anonymous questionnaire was conducted. The students were asked how many TOPday questions they completed (0–6 questions [group A]; 7–18 questions [group B]; 19–24 questions [group C]). Other questions included the appreciation for TOPday, and increase (no/yes) in self-confidence and enthusiasm for biomechanics. Seventy-eight students participated in the examination and completed the questionnaire. The appreciation for TOPday in group A (n = 14), B (n = 23) and C (n = 41) was 7.0 (95 % CI 6.5–7.5), 7.4 (95 % CI 7.0–7.8), and 7.9 (95 % CI 7.6–8.1), respectively (p < 0.01 between A and C). Of the students who actively participated (B and C), 91 and 80 % reported an increase in their self-confidence and enthusiasm, respectively, for biomechanics due to TOPday. In addition, they had a higher test result for biomechanics (p < 0.01) compared with those who did not actively participate (A). In conclusion, the teaching method ‘TOPday’ seems an effective way to encourage students to repeat the subject material, with the extra advantage that students are stimulated to keep on practising for the examination. The appreciation was high and there was a positive association between active participation, on the one hand, and self-confidence, enthusiasm, and test results for biomechanics on the other. Bohn Stafleu van Loghum 2013-11-28 2014-01 /pmc/articles/PMC3889994/ /pubmed/24288127 http://dx.doi.org/10.1007/s40037-013-0096-6 Text en © The Author(s) 2013 https://creativecommons.org/licenses/by/2.0/ Open AccessThis article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited. |
spellingShingle | Original Article Tanck, Esther Maessen, Martijn F. H. Hannink, Gerjon van Kuppeveld, Sascha M. H. F. Bolhuis, Sanneke Kooloos, Jan G. M. The effect of a daily quiz (TOPday) on self-confidence, enthusiasm, and test results for biomechanics |
title | The effect of a daily quiz (TOPday) on self-confidence, enthusiasm, and test results for biomechanics |
title_full | The effect of a daily quiz (TOPday) on self-confidence, enthusiasm, and test results for biomechanics |
title_fullStr | The effect of a daily quiz (TOPday) on self-confidence, enthusiasm, and test results for biomechanics |
title_full_unstemmed | The effect of a daily quiz (TOPday) on self-confidence, enthusiasm, and test results for biomechanics |
title_short | The effect of a daily quiz (TOPday) on self-confidence, enthusiasm, and test results for biomechanics |
title_sort | effect of a daily quiz (topday) on self-confidence, enthusiasm, and test results for biomechanics |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3889994/ https://www.ncbi.nlm.nih.gov/pubmed/24288127 http://dx.doi.org/10.1007/s40037-013-0096-6 |
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