ArticleMedical education online2015
Medical student web-based formative assessment tool for renal pathology.
Article in Medical education online, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
10 citing papers in PubMed.
- First-year medical students' use of practice questions to understand science courses.Frontiers in medicine · 2026Article
- Medical student use of practice questions in their studies: a qualitative study.BMC medical education · 2024Article
- To Grade or Not to Grade (the Quiz): The Impact of Two Formative Assessment Grading Approaches on Summative Assessment Outcomes in an Integrated Pre-clinical Curriculum.Medical science educator · 2024Article
- Review
- Teaching medical students hematopathology: a randomized crossover study comparing direct inspection by light microscope versus projected images.Frontiers in medicine · 2024Article
- Gamified versus non-gamified online educational modules for teaching clinical laboratory medicine to first-year medical students at a large allopathic medical school in the United States.BMC medical education · 2023Article
- Engaging medical students and residents in nephrology education: an updated scoping review.Journal of nephrology · 2022Article
- A review of web-based application of online learning in pathology and laboratory medicine.Journal of pathology informatics · 2022Review
- Participation and Interactivity in Synchronous E-Learning Pathology Course During the COVID-19 Pandemic.Advances in medical education and practice · 2021Article
- Optimizing the Use of an Online Self-assessment Exam to Promote Self-directed Learning Behaviors in Medical Students.Medical science educator · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundWeb-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning.
objectivesTo explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course.
methodsStudents were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials of those who used ('quizzers') and did not use the tool ('non-quizzers') was compared. Frequency of tool usage was analyzed and satisfaction surveys were utilized at the end of the course.
resultsIn total, 82.6% of the students used quizzes. The greatest usage was observed on the day before the final exam. Students repeated interactive and more challenging quizzes more often. Average means between final exam scores for quizzed and unrelated materials were almost equal for 'quizzers' and 'non-quizzers', but 'quizzers' performed statistically better than 'non-quizzers' on both, quizzed (p=0.001) and non-quizzed (p=0.024) topics. In total, 89% of surveyed students thought quizzes improved their learning experience in this course.
conclusionsOur new computer-assisted learning tool is popular, and although its use can predict the final exam outcome, it does not provide strong evidence for direct improvement in academic performance. Students who chose to use quizzes did well on all aspects of the final exam and most commonly used quizzes to practice for final exam. Our efforts to revitalize the course material and promote learning by adding interactive online formative assessments improved students' learning experience overall.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.