Effect of Quiz as a Teaching-Learning Modality for Better Understanding of Biochemistry for Undergraduate Medical Students: An Observational Study

Abstract

Background: In medical education, innovation and modernization of teaching and learning methods are required to maintain dynamic quality. The purpose of this study was to evaluate the quiz as one of the innovative teaching-learning methods for first-year MBBS students in the biochemistry subject. Objectives: The study objectives were to sensitize the students regarding the quiz in biochemistry and assess the quiz's effectiveness in subject understanding among students and the learning gained from it. Methods: Sixty students were divided into five teams of 12 students. There were seven rounds in the quiz based on which the winning team was selected. Teams were selected based on a preliminary test score. The batch of 60 students was divided into five teams of 12 students. A pretest-posttest questionnaire in the form of an MCQ test was taken prior to the quiz. To evaluate views about the quiz, feedback was elicited from the students. Data were analyzed using the Statistical Package in Microsoft Excel. Proportion, mean, and standard deviation were determined as appropriate. Results: The mean pretest score was 36.6%, whereas the mean posttest score was 87.3%. In the feedback, 70% of the students felt they had an excellent experience through the quiz, and such activities should be conducted more often. Conclusions: The study suggested that activities like a quiz stimulate individual and collaborative learning, improve medical students' cognitive level, and retain their interest in the subject.