The use of anonymous pop-quizzes (APQs) as a tool to reinforce learning

Doing the keyword search ''dental floss'' will find articles where: a) The words dental AND floss appear somewhere b) The words dental OR floss appear somewhere c) The words dental floss appear side-by-side Point of care tools (like DynaMed) provide the following: a) Summarized e...

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Bibliographic Details
Published in:Journal of the Medical Library Association Vol. 100; no. 4; pp. 316 - 319
Main Author: Le, Me-Linh
Format: Journal Article
Language:English
Published: United States University Library System, University of Pittsburgh 01.10.2012
Medical Library Association
Subjects:
Academic libraries
Anonymity
Anxiety
Arabic language
Assessment
Canada
Computer-Assisted Instruction - methods
Education, Dental - methods
Educational Measurement
Focus Issue: Instruction in Health Sciences Libraries
Health sciences
Humans
Internet - utilization
Language variation
Learning
Medical libraries
Medical treatment
Nursing
Problem-Based Learning - methods
Public health
Quizzes
Spelling
Strength
Students
Students, Dental
Subject headings
Teaching
Teaching Materials
Teaching methods
Terminology
Test anxiety
Treatment methods
Universities
User training
Vocabulary
Words
Canada
ISSN:1536-5050, 1558-9439, 1558-9439
Online Access:Get full text
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Summary:Doing the keyword search ''dental floss'' will find articles where: a) The words dental AND floss appear somewhere b) The words dental OR floss appear somewhere c) The words dental floss appear side-by-side Point of care tools (like DynaMed) provide the following: a) Summarized evidence on a topic b) Patient handouts c) Extensive references d) Treatment options e) a, b, and d f) All of the above Medical Subject Headings (MeSH) are a ''controlled vocabulary'' that lets you use one term to: [select all that apply] a) Capture variations in spelling b) Capture variations in language (e.g., French, Arabic) c) Capture variations in terminology After class, the instructor compared the number of completed quizzes with the number of students in the class to ensure all students had completed the quiz. Ultimately, the use of anonymous pop-quizzes in library instruction sessions provides an opportunity to engage students with an interactive component; test students' learning without accompanying test ''anxiety''; serve as an effective posttest if following a bridge, objective, pretest, participatory learning, posttest, summary (BOPPPS) or similar model; and allow the instructor to identity teaching areas of strength and weakness for future sessions.
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ISSN:1536-5050
1558-9439
1558-9439
DOI:10.3163/1536-5050.100.4.017