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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| Vydané v: | Journal of the Medical Library Association Ročník 100; číslo 4; s. 316 - 319 |
|---|---|
| Hlavný autor: | |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
United States
University Library System, University of Pittsburgh
01.10.2012
Medical Library Association |
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| ISSN: | 1536-5050, 1558-9439, 1558-9439 |
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| Abstract | 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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| AbstractList | 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. This paper reports on the use of anonymous pop quizzes (APQs) during stand-alone and multi-session library instruction sessions. APQs were used at the end of a class as a tool to test how well students have understood the material presented to them, to reinforce retention of important points, to increase student engagement through an interactive task, and to assist the instructor in planning and preparing future classes. Unfortunately, it was not possible to determine if the APQs had an impact on students' test grades as the test was different in 2010/11 from previous years and was marked by a different librarian. Determining this relationship is, however, a definite possibility for future classes. However, informal feedback in class from the students was encouraging. While more research with quantitative evidence is needed before the true impact of APQs can be determined, preliminary work supports the idea that tests taken immediately after the material has been delivered is a more effective way of learning than isolated studying, repeated studying, or concept mapping. Adapted from the source document. |
| Author | Lê, Mê-Linh |
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| Snippet | 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... This paper reports on the use of anonymous pop quizzes (APQs) during stand-alone and multi-session library instruction sessions. APQs were used at the end of a... |
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| SubjectTerms | 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 |
| Title | The use of anonymous pop-quizzes (APQs) as a tool to reinforce learning |
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