1. How to get the most out of quizzes for students and teachers.
It is OK to not know
How to get the most out of quizzes for students and teachers.

2. What were we trying to achieve?
Haematology 2 is an advanced third year subject that focuses on diagnosis of Haematological malignancies.
Challenging subject that requires students to learn new medical terminology and diagnostic criteria that they have not yet been exposed to.
Many students struggled with the sudden increase of in-depth knowledge they were expected to acquire.
When redesigning the subject we wanted to find a away that incorporated pre-quizzes but actually provided the lecturers with useful information

3. So we made a new type of quiz
These quizzes had 3 main goals:
Give the students a chance to engage with the learning objectives before the lecture
Give the lecturer feedback on the baseline of knowledge of the students before the lecture
Encourage the students participation by providing an anonymous forum where they could admit that they did not know the answer to the question with no penalty of marks

4. How did we do this?
Using MQlicker previously and Google Forms going forward, lectures were broken into small series according to content and quizzes were formed on each series.
One option on the MCQ quiz was “I do not know”
Students were encouraged to choose this option rather than guessing the answer

5. What did it look like?
The first question indicated that students had a good understanding of a basic definition of Acute Leukaemia
Subsequent questions identified students did not know which cytogenetic abnormality belonged to which leukaemia

6. What did this achieve?
Lecturers were able to correctly gauge the level of knowledge the students has before the lecture series started
This allowed us to tailor their learning
Areas where the learning objectives were already well understood could be condensed, allowing us to focus on other areas
Identified that some students did not understand the terminology
Allowed us to focus other flipped learning activities on areas of weakness.

7. Results I did not expect

8. But it didn’t end there
After the lecture series we asked students to retake the quiz in small groups.
This allowed us to see if students moved their answers away from “I do not know” and now knew the correct answer
It allowed us to identify areas that students were still unsure of, or may have the wrong answer for

9. How things change…

10. Revisiting the information
When it was identified that students either “did not know” or were incorrect in their answer, we returned to the original slide with the information on it, revisiting the points taught and correcting any gaps in knowledge on the spot.

11. One of our best results

12. Participation
Pre-quizzes in Haematology 2 were completed by 41% of students for the first quiz and 27% for the second.
Post-quizzes were completed by all those who attended the lecture.
We rolled this out in Week 1 in Haematology 1, 37% of students completed this task.
The multi-part question in the Haematology 2 final that directly related to one of these quizzes scored highest of the four multi-part questions

13. What does it look like now?

14. Any Questions
… I do not know