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Pharmacy Student Self-Testing As A Predictor Of Exam Performance, David W. Stewart, Peter C. Panus, James Thigpen, Nicholas E. Hagemeier, Lauren K. Brooks

Nicholas E. Hagemeier

Objectives: To determine if benefit exists in allowing students to self-test over relevant material as they progress through a professional course. Method: A total of 1,342 multiple choice questions were developed for pharmacy students to self-test for a pathophysiology course. Prior to each examination, students were allowed to take online quizzes which were randomly generated and related to the exam content. Quizzes were scored immediately, and students were shown the incorrect questions along with all answer choices. A matrix of intercorrelations and repeated measures ANOVA were generated using PASW Statistics Version 19 (IBM, Armonk, NY) to evaluate number of quiz …

Pharmacy Student Self-Testing As A Predictor Of Examination Performance, David Stewart, Peter Panus, Nicholas E. Hagemeier, Jim Thigpen, Lauren Brooks

Nicholas E. Hagemeier

Objectives. To determine if student self-testing improves performance during a doctor of pharmacy course.

Methods. Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback.

Results. Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subsequent examinations in all but the fourth testing period.

Conclusions. Providing pharmacy students with self-testing opportunities could increase their …

A Subgroup Analysis Of The Impact Of Self-Testing Frequency On Examination Scores In A Pathophysiology Course, Peter C. Panus, David W. Stewart, Nicholas E. Hagemeier, Jim C. Thigpen, Lauren Brooks

Nicholas E. Hagemeier

Objective: To determine if the frequency of self-testing of course material prior to actual examination improves examination scores, regardless of the actual scores on the self-testing.

Methods: Practice quizzes were randomly generated from a total of 1342 multiple-choice questions in pathophysiology and made available online for student self-testing. Intercorrelations, 2-way repeated measures ANOVA with post hoc tests, and 2-group comparisons following rank ordering, were conducted.

Results: During each of 4 testing blocks, more than 85% of students took advantage of the self-testing process for a total of 7042 attempts. A consistent significant correlation (p≤0.05) existed between the number of practice …