A Mixed Methods Exploration of Factors That Influence Student Participation in Optional Formative Review Quizzes.

INTRODUCTION

Weekly formative Review Quizzes are an integral feature of the Georgetown University School of Medicine assessment program. The Quizzes offer students an opportunity to test themselves in a low-stakes setting and then discuss their answers with peers in small groups; faculty are also present to help the groups with difficult problems.

METHODS

We conducted a mixed methods study in which we monitored quiz attendance over the course of the first four curricular blocks, deployed a study specific survey, and held focus groups to determine the factors that influenced quiz participation and how students perceived that the quiz contributed to their learning.

RESULTS

We observed that Quiz attendance, while initially robust, dropped steadily over the course of the year. Nearly all students reported that the practice questions along with faculty explanations contributed strongly to their learning. Fewer students felt that discussion with their peers was valuable, but those who valued peer discussion were significantly more likely to attend the quiz in person. The two things cited most often as barriers to quiz attendance were inconvenience and lack of adequate preparation. Many students reported that they saved questions and did not attempt to answer them until they had completed study of that subject.

DISCUSSION

Our results indicate that while there is ample evidence that early review and discussion with peers can contribute to learning, learners do not always recognize the value in this practice.