Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Perspectives on Medical Education 3/2013

Open Access 01-06-2013 | Short Communication

The use of daily questions for educational purposes: a TOPday for students

Auteurs: Esther Tanck, Gerjon Hannink, Sascha M. H. F. van Kuppeveld, Sanneke Bolhuis, Jan G. M. Kooloos

Gepubliceerd in: Perspectives on Medical Education | Uitgave 3/2013

share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
insite
ZOEKEN
Opmerkingen
This abstract was awarded the Bohn Stafleu van Loghum Best Paper prize for 2011.

Introduction

Students in biomedical sciences have difficulty understanding biomechanics. In a second-year course, biomechanics is taught in the first week and examined at the end of the fourth week. Knowledge is retained longer if the subject material is repeated [1]. However, how does one encourage students to repeat the subject matter? We investigated if two opportunities to practise per day (TOPday) via email motivated the students to repeat the subject material and to what extent.

Methods

During the course, all second-year students (n = 92) received a TOPday of biomechanics on every regular course day. The TOPday consisted of one or two multiple-choice questions with increasing difficulty during the course. By clicking an answer, the student received feedback immediately.
At the end of the course, a non-anonymous questionnaire was conducted. Students answered how often they had participated: questions answered none/barely (group A); about half (group B); (almost) all (group C). Other questions on the questionnaire included: level of background knowledge (mathematics/physics), appreciation for a TOPday, and increase (yes/no) of self-confidence and enthusiasm for biomechanics. Test results (scale 1–10) and appreciation versus the number of questions answered were analyzed using one-way ANOVA and Bonferroni post hoc tests. Confidence and enthusiasm were analyzed with descriptive statistics in the group of students who actively participated (groups B and C).

Results

Eighty-two students participated in the examination and filled in the questionnaire. The appreciation for TOPday in group A (n = 19), B (n = 22) and C (n = 41) was 7.0, 7.4, and 7.8, respectively (p < 0.01 between A and C). Of the students, 91 and 79 % showed an increase in their confidence and enthusiasm, respectively, for biomechanics due to TOPday. In addition, students who actively participated (B–C) had a higher test result for biomechanics (p < 0.05) compared with those who did not (A). This effect was shown both for students who have difficulties understanding mathematics and physics (n = 20; result A = 3.2, B = 7.1, and C = 7.2) and students who indicated mathematics and/or physics to be easy (n = 62; result A = 5.7, B = 7.2, and C = 7.7).

Discussion

The teaching method ‘TOPday’ seems an effective way to encourage students to repeat the subject material, with the extra advantage that students are stimulated to keep on practising for the examination. The appreciation was high. With active participation, confidence, enthusiasm, and test results for biomechanics improved. These results will be used to encourage students even more to participate actively in TOPday.

Conclusion

The students who actively participated in TOPday also had a TOPday during the examination.
Open AccessThis article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
Literatuur
1.
go back to reference Kerfoot BP, DeWolf WC, Masser BA, Church PA, Federman DD. Spaced education improves the retention of clinical knowledge by medical students: a randomized controlled trial. Med Educ. 2007;41:23–31. PubMedCrossRef Kerfoot BP, DeWolf WC, Masser BA, Church PA, Federman DD. Spaced education improves the retention of clinical knowledge by medical students: a randomized controlled trial. Med Educ. 2007;41:23–31. PubMedCrossRef
Metagegevens
Titel
The use of daily questions for educational purposes: a TOPday for students
Auteurs
Esther Tanck
Gerjon Hannink
Sascha M. H. F. van Kuppeveld
Sanneke Bolhuis
Jan G. M. Kooloos
Publicatiedatum
01-06-2013
Uitgeverij
Bohn Stafleu van Loghum
Gepubliceerd in
Perspectives on Medical Education / Uitgave 3/2013
Print ISSN: 2212-2761
Elektronisch ISSN: 2212-277X
DOI
https://doi.org/10.1007/s40037-013-0052-5

Andere artikelen Uitgave 3/2013

Perspectives on Medical Education 3/2013 Naar de uitgave