IMPACT OF AN INTEGRATED QUIZ-BASED LEARNING APPROACH ON ACADEMIC PERFORMANCE AND STUDENT PERCEPTION IN FIRST-YEAR MBBS STUDENTS

Abstract

Teacher - centered approach in medical education are now a day’s being replaced by integrated, learner centered ones. Using quiz based learning, especially across curriculum areas, facilitates deeper understanding, acquisition and application of the new knowledge. However, the effectiveness of integrated quiz based learning approach for the first professional MBBS course is still insufficient. The present study therefore evaluated the effectiveness of an integrated quiz based learning and learners perception regarding its efficacy. This was an educational interventional study on 150 phase one MBBS students. However, final participation across all rounds along with completed feedback was obtained from 141 students only, and their responses were included in statistical analysis. Participants were randomly assigned to five teams with 30 in each team. An integrated quiz on preclinical disciplinary was conducted in four rounds: MCQ, visual, case-based and rapid fire. Descriptive statistics were used to analyze baseline data, performance scores, perceived difficulty, and student’s feedback. The rapid fire round was perceived as most difficult format by 49% students, followed by case based (26%) and visual rounds (16%). The physiology topic was found to be the hardest by 39% of participants. Student perception were highly in favor, as 96% agreed that the quiz is the support for easy learning, 96% reported for better revision and 98% endorsed a fostered positive  learning environment. All the students (100%) were expressed their willing to participate in integrated quizzes in future classes. The maximum team score among the teams was 49/60 and minimum of 38/60 - showing variability in group performance. Quiz based teaching effectively enhanced engagement, motivated students, deeper understanding, and created positive learning environment in the undergraduate medical curriculum. Positive learner feedback supports the incorporation of this active learning method within a first professional MBBS programme.