PROGRESS IN ENCOURAGING PRE-LAB PREPARATION USING ON-LINE EXERCISES AND INDIVIDUAL READINESS QUIZZES

Frances A. Kennedy, D.V.M., M.S.*, Wendy L. Lackey, M.A., Gail A. Shafer-Crane, Ph.D., Robert B. Stephenson, Ph.D., Departments of Anatomy/Radiology and Physiology, Michigan State University, East Lansing, MI 48824 U.S.A.

PURPOSE: Previously, to encourage student preparation for histology laboratory, a series of on-line exercises, with points awarded, was instituted. We discovered, however, that students were concentrating on gaining points rather than on learning the laboratory material. In an effort to refocus the students’ efforts, we instituted in-lab individual readiness quizzes (IRQ’s) using an audience response system.

METHODS: LON-CAPA (Learning Online Network with Computer-assisted Personalized Approach, developed at Michigan State University) was used to deliver prelaboratory preparatory exercises to students. These exercises, each of which had a small point reward, directed students to use course material, particularly their textbook, to answer questions pertaining to upcoming laboratory objectives. Then, at the beginning of their assigned laboratory section, students were given a short IRQ based upon material covered in the LON-CAPA exercises. Individual student answers were captured using the audience response system (i>clicker^TM). Correct answers earned a small point reward. The IRQ was geared for student success, provided students had done their pre-lab preparation thoughtfully.

RESULTS: There was a dramatic increase in laboratory attendance during the semester in which IRQ’s were given. It was the faculty’s perception that students used their in-lab time and resources more efficiently, and engaged with faculty in higher level learning.

CONCLUSION/FUTURE DIRECTIONS: The in-lab IRQ was an effective inducement for students’ pre-laboratory preparation. We will conduct a student survey to evaluate their attitudes and suggestions for improvement of the LON-CAPA and IRQ exercises.