Utilizing research findings in medical education: The testing effect within a flipped/inverted biochemistry classroom

Abstract

Purpose: Basic research about test-enhanced learning points towards its effectiveness to improve students’ learning and is still underutilized in educational practice. Therefore, we developed an evidence-based instructional design to investigate the usefulness of test-enhanced learning within a flipped/inverted classroom approach.

Materials and Methods: We developed two modes of learning material for the self-study phase of a flipped classroom for 139 students: in addition to educational films, one group of students received a reader and another group received multiple-choice questions that corresponded to the reader in content and length. An assessment of the content of the learning material was conducted at the subsequent on-site phase. Also, ratings about students’ perceptions of the additional learning material were gathered.

Results: At the assessment, students that prepared with films and multiple-choice questions outperformed students that prepared with films and the reader. Furthermore, students perceived the multiple-choice questions as more helpful, more motivating and felt better prepared for the assessment than students that used the reader.

Conclusions: This study shows that test-enhanced learning can be utilized to promote students’ learning within the self-study phase of a flipped classroom. Not only assessment scores are positively affected but also the motivation to learn and preparedness towards an assessment.

Acknowledgments

The authors thank Petra Pandur for conducting two student groups, as well as, all students for participating in the course and study. Furthermore, the authors thank Uta Schmidt-Strassburger for reviewing the multiple-choice questions.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Testing effect: Taking a test on previously learned material usually enhances long term retention of that material more relative to rereading that material or no additional exposure to that material.

Availability of data and material

The datasets obtained during and/or analyzed during the current study are available from the corresponding author on reasonable request.

Additional information

Notes on contributors

Achim Schneider

A. Schneider is a qualified psychologist. He is scientific assistant at the Office of the Dean of Studies, Medical Faculty, and PhD student at the Institute of Biochemistry and Molecular Biology, Ulm University, Ulm, Germany.

Michael Kühl

M. Kühl is a qualified biochemist and holds a PhD in biochemistry. He is full professor and director of the Institute of Biochemistry and Molecular Biology, Ulm University, Ulm, Germany.

Susanne J. Kühl

S. J. Kühl is a qualified biologist, holds a PhD in biochemistry and is a master of medical education. She is group leader at the Institute of Biochemistry and Molecular Biology, Ulm University, Ulm, Germany.