Zamini Ghasem, Khadem Erfan Mohammad Bagher, Rahmani Mohammad Reza, Khodavaisy Mohammad Sadegh, Davari Behroz
Department of Medical Parasitology and Mycology, School of Medicine, Kurdistan University of Medical Sciences, Sanandaj, Iran.
Department of Medical Immunology, School of Medicine, Kurdistan University of Medical Sciences, Sanandaj, Iran.
Iran J Parasitol. 2013 Oct;8(4):617-21.
The effect of frequent examinations on the students' learning has had inconsistent results. This study aimed to assess the effectiveness of frequent announced quizzes on the learning of a representative sample of Iranian medical students.
This experimental study was conducted among 37 fifth semester medical students who had taken the course in Protozoology and Helminthology, in which the same basic information were provided about different types of protozoa and worms. Initially, in the teaching of helminthology, ten routine sessions were handled with lectures and interactive questions and answers. Then at the beginning of the protozoology topic in the beginning of all of the next 9 sessions, the students were informed that they will have a quiz at the end of each session. At the end of the semester, the total scores of quizzes were compared with the mean final scores of protozoology and helminthology using paired t and repeated measure tests.
The mean final scores of the protozoology lesson were not significantly different from that of the helminthology (10.45 ± 2.75 vs.11.25 ± 2.56 on the scale of 20, respectively, P=0.13). There was no significant difference in the mean score of the five quizzes compared with the mean final term score of protozoology. The overall mean scores in the helminthology lesson (11.25±2.56), protozoology lesson (10.45±2.75), and the quizzes (9.16 ± 3.55) were significantly different (P <0.0001).
Frequent announced quizzes were not effective on increasing the medical students' motivation and learning.
频繁考试对学生学习的影响结果并不一致。本研究旨在评估频繁宣布的小测验对伊朗医学生代表性样本学习的有效性。
本实验研究在37名修读原生动物学和蠕虫学课程的五年级医学生中进行，课程中提供了关于不同类型原生动物和蠕虫的相同基本信息。最初，在蠕虫学教学中，通过讲座和互动问答进行了十次常规课程。然后，在接下来的9次课程开始时，在原生动物学主题开始时，告知学生他们将在每次课程结束时进行一次小测验。学期结束时，使用配对t检验和重复测量检验将小测验的总成绩与原生动物学和蠕虫学的平均期末成绩进行比较。
原生动物学课程的平均期末成绩与蠕虫学课程的平均期末成绩无显著差异（分别为20分制下的10.45±2.75和11.25±2.56，P = 0.13）。与原生动物学的平均期末成绩相比，五次小测验的平均成绩无显著差异。蠕虫学课程（11.25±2.56）、原生动物学课程（10.45±2.75）和小测验（9.16±3.55）的总体平均成绩有显著差异（P <0.0001）。
频繁宣布的小测验对提高医学生的学习动机和学习效果无效。
