Department of Health Sciences in Ålesund, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Norway.
Nurse Educ Today. 2024 Jul;138:106188. doi: 10.1016/j.nedt.2024.106188. Epub 2024 Mar 27.
Many nursing students struggle with the disciplines of biosciences, particularly Anatomy, physiology, and biochemistry, which are introduced in the first year. Nursing students' motivation, prior knowledge, and academic performance matter, but teaching methods may also influence students' learning process. Retrieving knowledge through testing has previously proven to enhance learning to a greater extent than time spent on other classroom activities.
The aim of this study was to explore nursing students' experiences with test-enhanced learning as a way of enhancing learning in Anatomy, physiology, and biochemistry.
The lectures in each topic were followed by testing five days later. The tests were typically multiple-choice tests with short reply-times. The effect was measured in terms of students' self-reported level of satisfaction with test-enhanced learning, and their performance on the final exam in Anatomy, physiology, and biochemistry. The tests were performed in teams to avoid stressful situations that could negatively affect the students' learning process.
A key achievement from introducing test-enhanced learning in the Anatomy, physiology, and biochemistry course was a perceived higher learning outcome and increased engagement and motivation among the students, resulting in resulting in more students achieving the highest grades (A and B). However, the students' academic results from upper secondary school also seemed to matter for their achievements on the final exam.
These results indicated that many students benefited from test-enhanced learning, suggesting that test-enhanced learning can be an important teaching strategy in nursing education, particularly for biosciences.
许多护理专业的学生在学习基础生物科学（解剖学、生理学和生物化学）时感到吃力，这些课程通常在大学第一年开设。学生的学习动机、先备知识和学业成绩固然重要，但教学方法也可能影响学生的学习过程。通过测验来检索知识，已被证明比在课堂上进行其他活动更能有效地促进学习。
本研究旨在探讨以测试促进学习的方式来增强护理学生对解剖学、生理学和生物化学的学习体验。
在每个主题的讲座后，五天后进行测试。测试通常是选择题，有较短的答题时间。效果是通过学生对测试促进学习的满意度和他们在解剖学、生理学和生物化学期末考试中的表现来衡量的。测试是以团队形式进行的，以避免可能对学生学习过程产生负面影响的紧张情况。
在解剖学、生理学和生物化学课程中引入测试促进学习的一个重要成果是，学生们认为学习效果更高，参与度和积极性更高，从而有更多的学生获得了最高成绩（A 和 B）。然而，学生在高中的学业成绩似乎也对他们在期末考试中的成绩有影响。
这些结果表明，许多学生从测试促进学习中受益，这表明测试促进学习可以成为护理教育中一个重要的教学策略，特别是对于生物科学。
