Paper: Research Abstract
Evolving Curricular Assistance Using Custom Question Banks
Tuesday, May 7
4:35 PM - 4:50 PM
Room: Columbus EF (East Tower, Ballroom/Gold Level)
Skye Bickett, AHIP
Assistant Director of Education and Engagement
Meghan Di Rito
Education and Outreach Librarian
Philadelphia College of Osteopathic Medicine - Georgia Campus
Objectives : Students often utilize practice questions to improve understanding and retention of session content and to prepare for exams. However, a major challenge is aligning questions with session learning objectives. The goal of this study is to change student behavior to use questions as a learning tool, create intuitive question searching at the correct level, and align commercial and professor-written question banks.
Methods : A developmental model was created combining faculty-generated questions with commercial question bank questions. Three surveys were sent out to assess perceptions of question bank utilization. The first two surveys were sent out simultaneously, one to faculty and one to students, to assess how practice questions were used for study purposes. Following the developmental model, a pilot study was created using two practice quizzes with faculty-generated practice questions for a pharmacy anatomy course. After the completion of the pharmacy anatomy course, the third survey was sent out to pharmacy students to assess their perception of the utility of practice quizzes and to assess whether student utilization of quizzes had changed.
Results : Twenty-three percent of faculty answered the survey, responding that they create their own questions, but do not direct students to use commercial question banks. Seventy-two students (12.04% response rate) responded to the first survey, indicating that 53% of students use faculty provided questions, 40% use commercial question banks, and 34% use both. The student surveys indicate that while initially most students used question banks to study immediately before a test, after the pilot study, they began using quiz questions earlier. Additionally, the number of students who always incorporate quiz questions into their studying jumped from 37.5% to 50%.
Conclusions : The initial survey showed students inhibit their study strategies by not quizzing themselves early enough. However, the curated set of progressive questions helped students incorporate question banks into their studying. Additionally, they used the question banks to start studying more effectively by quizzing themselves earlier. One lesson we learned is that it is necessary to give ourselves more lead time in between receiving questions from faculty and assigning quizzes to students. Giving ourselves more lead time gave us time to better organize the quizzes and enhance individual questions by adding question difficulty level and explanations for answers.