(478.24) Student created quizzes to reinforce critical information and highlight deficits for both the students and instructor

Poster Board Number: C82
Introduction: AAA has separate poster presentation times for odd and even posters.
Odd poster #s – 10:15 am – 11:15 am
Even poster #s – 11:15 am – 12:15 pm

Bart Patenaude (University of Missouri Kansas City School of Medicine ), Joanna Scott (University of Missouri Dental School)

Introduction: Medical students use passive strategies to study even though evidence shows the benefits of active learning. Having students work in groups and write quiz questions is an effective way to engage the students in active learning.

Methods: Students in a dental head and neck anatomy course worked in groups of 7-11 and created review quizzes for extra credit. The quizzes covered the material in the module and were posted a week before the module’s exam. In addition to the posted quiz, they posted the correct answers and a justification for why they were asking the question.

Results: 104/109 (95%) students agreed to be part of the educational research. The majority of students thought that the writing of questions and course structure improved their educational experience (81%). The strength of this opinion increased from the first exam to the final (plt;0.001).

Discussion: Using a small amount of extra credit points to motivate students to create quizzes was impactful on the students learning. It also was appreciated by them. It could be added to a course without any additional resources and without removing any material from the course. Finally, it gave the instructor a valuable window into the students’ understanding of the material taught.