Lull Melinda E, Mathews Jennifer L
St. John Fisher College Wegmans School of Pharmacy, Rochester, New York.
Am J Pharm Educ. 2016 Sep 25;80(7):124. doi: 10.5688/ajpe807124.
To assess the effectiveness of optional online quizzes written by peer tutors in a pharmacology course for doctor of pharmacy students. Online quizzes were written by peer tutors for second-year pharmacy students. Quizzes reflected the material taught during lecture and were in a format similar to that of the examinations. Data related to performance on each quiz and each examination were collected throughout the semester. At the end of the semester, students and peer tutors were surveyed to gather information on the utility and success of the quizzes. Students taking online quizzes performed significantly better on examinations than those who did not take quizzes. In addition, students received higher scores on examinations than when practicing with the quizzes. Surveys suggest that students liked the quizzes and felt they increased their confidence and performance on examinations. The quizzes were beneficial to student performance on examinations as well as student perception of performance and confidence going into the examinations. Quizzes were also beneficial learning experiences for peer tutors.
评估由同伴辅导员编写的在线选修测验在药学博士学生药理学课程中的有效性。同伴辅导员为二年级药学学生编写在线测验。测验反映了课堂上讲授的内容，并且格式与考试类似。整个学期都收集了与每次测验和每次考试成绩相关的数据。学期末，对学生和同伴辅导员进行了调查，以收集有关测验实用性和成效的信息。参加在线测验的学生在考试中的表现明显优于未参加测验的学生。此外，学生在考试中获得的分数高于使用测验进行练习时的分数。调查表明，学生喜欢这些测验，并认为它们提高了自己在考试中的信心和表现。这些测验对学生的考试成绩以及学生对考试表现和信心的认知都有益处。测验对同伴辅导员来说也是有益的学习经历。
