M Kalyva, K Kavvadia, L Louca, I Televantou, M P Michaelides
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Testing was conducted using multiple-choice questions on the Blackboard Learn platform with immediate automated feedback. Final exam scores for tested and non-tested material were compared, and a subset of students (n = 44) completed a questionnaire assessing cognitive engagement, emotional engagement, and perceptions of testing.</p><p><strong>Results: </strong>Students scored significantly higher on tested material (Mean = 25.284, SD = 4.202) compared to non-tested material (Mean = 21.111, SD = 3.847). The mean difference between the two scores was statistically significant with a very large effect size (F<sub>1,80</sub> = 108.329, p < 0.001, η<sub>p</sub> <sup>2</sup> = 0.575). The difference remained significant with a moderate to large effect size after accounting for the grade in the previous course and sex (F<sub>1,78</sub> = 9.392, p = 0.003, η<sub>p</sub> <sup>2</sup> = 0.107). Emotional engagement was found to moderate the effectiveness of testing, with students reporting higher emotional engagement showing greater gains from the intervention.</p><p><strong>Conclusions: </strong>The findings demonstrate a robust testing effect in undergraduate endodontic education, supporting the hypothesis that retrieval practice enhances learning outcomes. 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引用次数: 0
摘要
目的：探讨牙髓学教育中定期测试对学习效果的影响。具体来说，它考察了学生在课程结束时是否比未测试的材料表现得更好，并探讨了学生的参与和对测试的看法在这种影响中的作用。方法：采用参与者内实验设计，对81名参加临床前牙髓学课程的三年级牙科学生进行研究。学生们在每节课结束后立即对一半的课程（测试材料）进行测试，而其余的课程作为对照（未测试材料）。测试是在Blackboard Learn平台上使用多项选择题进行的，并有即时的自动反馈。对测试材料和未测试材料的期末考试成绩进行比较，一部分学生（n = 44）完成了一份评估认知参与、情感参与和测试感知的问卷。结果：学生在测试材料上的得分（Mean = 25.284, SD = 4.202）明显高于未测试材料（Mean = 21.111, SD = 3.847）。两种评分的平均差异有统计学意义，效应量非常大（F1,80 = 108.329, p p 2 = 0.575）。在考虑了前一课程的成绩和性别后，差异仍然显著，具有中等到较大的效应量（F1,78 = 9.392, p = 0.003, ηp 2 = 0.107）。研究发现，情绪投入可以调节测试的有效性，学生们报告的情绪投入越高，表明干预的收益越大。结论：本研究结果在牙髓学本科教育中具有显著的检验效应，支持了检索练习提高学习效果的假设。这些结果表明，将常规的、低风险的测试纳入牙科课程可以提高牙科学生在课程结束时的学习成果。
The "Testing Effect" in Undergraduate Endodontic Education: The Impact of Regular Low Stakes Testing on Learning Outcomes and Student Engagement.
Aim: This study investigates the impact of regular testing on learning outcomes in undergraduate endodontic education. Specifically, it examines whether students perform better at the end of the course on previously tested material compared to non-tested material and explores the role of students' engagement and perceptions of testing in this effect.
Methodology: A within-participants experimental design was employed with 81 third-year dental students enrolled in a preclinical endodontics course. Students were tested on half of the course lectures (tested material) immediately after each lecture, while the remaining lectures served as a control (non-tested material). Testing was conducted using multiple-choice questions on the Blackboard Learn platform with immediate automated feedback. Final exam scores for tested and non-tested material were compared, and a subset of students (n = 44) completed a questionnaire assessing cognitive engagement, emotional engagement, and perceptions of testing.
Results: Students scored significantly higher on tested material (Mean = 25.284, SD = 4.202) compared to non-tested material (Mean = 21.111, SD = 3.847). The mean difference between the two scores was statistically significant with a very large effect size (F1,80 = 108.329, p < 0.001, ηp2 = 0.575). The difference remained significant with a moderate to large effect size after accounting for the grade in the previous course and sex (F1,78 = 9.392, p = 0.003, ηp2 = 0.107). Emotional engagement was found to moderate the effectiveness of testing, with students reporting higher emotional engagement showing greater gains from the intervention.
Conclusions: The findings demonstrate a robust testing effect in undergraduate endodontic education, supporting the hypothesis that retrieval practice enhances learning outcomes. These results suggest that integrating regular, low-stakes testing into dental curricula can enhance dental students' learning outcomes at the end of the course.
期刊介绍：
The International Endodontic Journal is published monthly and strives to publish original articles of the highest quality to disseminate scientific and clinical knowledge; all manuscripts are subjected to peer review. Original scientific articles are published in the areas of biomedical science, applied materials science, bioengineering, epidemiology and social science relevant to endodontic disease and its management, and to the restoration of root-treated teeth. In addition, review articles, reports of clinical cases, book reviews, summaries and abstracts of scientific meetings and news items are accepted.
The International Endodontic Journal is essential reading for general dental practitioners, specialist endodontists, research, scientists and dental teachers.
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