Effect of collaborative testing on learning and retention of course content in nursing students
Effect of collaborative testing on learning and retention of course content in nursing students
复制标题
协作测试对护生学习和保留课程内容的影响
DOI：
--
复制
发表时间：
2015
影响因子：
--
通讯作者：
P. Shokrollahi
中科院分区：
文献类型：
--
作者：
M. Rivaz;Marzieh Momennasab;P. Shokrollahi
介绍协作测试是一种学习策略，为学生提供学习和实践协作的机会。本研究旨在确定合作测试对设拉子医科大学护理专业学生考试成绩和课程内容保留的影响。方法对2013年春季学期和秋季学期84名《内外科2》学生进行准实验研究。控制组由39名学生组成，他们以个人形式参加了第一次期中考试。另一方面，干预组由45名学生组成，他们在两个阶段的过程中参加了测试。第一阶段包括个人测试，而第二阶段是随机选择的五个人组成的小组进行合作测试。四个星期后，为了调查课程内容的保留情况，两组学生分别参加了第二次期中考试。结果2013年秋季学期，干预组学生的平均成绩与对照组相比有显著性差异（p=0.001）。此外，两组之间的测试平均分存在统计学显著差异（p=0.001）。此外，保留的课程内容改善了协作组（p=0.001）。结论与传统方法相比，协同测试提高了测试成绩，并增强了长期的学习效果。合作测试作为一种主动学习技术和有价值的评估方法，可以帮助护理教师为校友提供在医疗环境中解决问题和批判性思维能力。
Introduction Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. Methods This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. Results The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001). Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001). Moreover, retention of course content improved in the collaborative group (p=0.001). Conclusion The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problem-solving and critical thinking abilities at healthcare environments.