Student Course Performance and Collaborative Testing: A Prospective Follow-On Study

Abstract Objective This prospective study evaluated the efficacy of collaborative testing on student performance at a chiropractic college. Methods This study compared testing performance between 2 cohorts of chiropractic students taking a neuroanatomy course: a control group (n = 73) and an experim...

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Bibliographic Details
Published in:Journal of manipulative and physiological therapeutics 2008-10, Vol.31 (8), p.611-615
Main Authors: Meseke, Christopher A., PhD, Nafziger, Rita E., MBA, Meseke, Jamie K., MSM
Format: Article
Language:English
Subjects:
Chiropractic
Chiropractic - education
Cognition
Cooperative Behavior
Decision Making
Educational Assessment
Educational Measurement - methods
Educational Measurement - standards
Group Process
Group Processes
Humans
Interprofessional Relations
Memory
Multivariate Analysis
Neuroanatomy - education
Peer Group
Physical Medicine and Rehabilitation
Problem Solving
Prospective Studies
Self-Assessment
Single-Blind Method
Students, Health Occupations - psychology
Teaching Methods
Thinking
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Summary:Abstract Objective This prospective study evaluated the efficacy of collaborative testing on student performance at a chiropractic college. Methods This study compared testing performance between 2 cohorts of chiropractic students taking a neuroanatomy course: a control group (n = 73) and an experimental group (n = 80). Scores examined for each cohort included weekly quizzes, unit examinations, and a comprehensive final examination. The control cohort completed weekly quizzes as individuals, whereas the experimental cohort completed the quizzes collaboratively in small groups. Both cohorts completed the unit examinations and the comprehensive final examination as individuals. Multivariate analysis of variance was used for statistical analysis. Results Overall, the experimental group differed from the control group (Wilks λ = 0.300; F = 33.081; df = 10,142; P < .01). In addition to the weekly quizzes and the final grades, the mean of the sums of the quiz scores and mean of the sums of the examination scores were significantly higher for the experimental group as compared with the control group ( P < .05). Conclusions The results of this study reaffirmed previous study findings that collaborative testing appears to have increased student performance.
ISSN:0161-4754
1532-6586
DOI:10.1016/j.jmpt.2008.09.004