To evaluate the use of quizzes and multiple-choice questions as an academic tool for supplementing teaching and learning in physiology among undergraduate medical students
European Journal of Molecular & Clinical Medicine,
2022, Volume 9, Issue 7, Pages 4461-4466
Abstract
Aim: To evaluate the use of quizzes and multiple-choice questions as an academic tool for supplementing teaching and learning in physiology among undergraduate medical studentsMaterials and methods: Ninety first-year medical students took part in the research, which was conducted at the Department of Physiology, Maharishi Vashishtha Autonomous State Medical College Basti Institute's lecture hall served as the setting for the test. The exam was comprehensive, testing knowledge across a wide range of systems with questions on ideas, applications, cutting-edge research, Nobel laureates, and more. There were many rounds played, including: Rounds on general physiology, on systemic and applied physiology, on visuals, and on "quick fire" questions. Subsequently, students provided anonymous comments on the following aspects of the quizzes: Contents of the quiz, Number of rounds, Difficulty level, Usefulness in study, Scoring, and Timing, Frequency, Duration, Weightage of subjects, and Scoring.
Results: Overall, the quiz was well-received by the majority of students (55.56%), with just 2.22% of students expressing displeasure. Most students enjoyed the quiz (48.53%), found many parts to be enjoyable (45.56%), and disliked just a few aspects of the question's design (1.11%). In terms of the quiz procedure (e.g., pattern of team formation, weightage of topics, frequency, duration, pattern of scoring, time for answering questions, contents, rounds, difficulty level, and usefulness in the study), 55.56% of the students Strongly liked it, 41.11% liked it, and only 3.33% did not like it.
Conclusion: The results of these types of activities should be included into the curriculum, since they are valuable to the pupils
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