FastFeedback Questions: A new teaching method
In Australian Universities, based on a study from 1992 to 2014, the Feedback item has been consistently poorly rated by students. In addition, Biochemistry is a complex STEM subject which many students find difficult and was considered the hardest subject according to a recent study by Antigua medic...
| Main Author: | |
|---|---|
| Format: | Journal Article |
| Published: |
John Wiley & Sons
2018
|
| Online Access: | http://hdl.handle.net/20.500.11937/68789 |
| _version_ | 1848761890560278528 |
|---|---|
| author | Elnashar, Magdy |
| author_facet | Elnashar, Magdy |
| author_sort | Elnashar, Magdy |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | In Australian Universities, based on a study from 1992 to 2014, the Feedback item has been consistently poorly rated by students. In addition, Biochemistry is a complex STEM subject which many students find difficult and was considered the hardest subject according to a recent study by Antigua medical school in the United States. In this work, a new and interactive teaching method, FastFeedback Questions (FFQs), has been devised. FFQs are a rapid formative feedback method that involves embedding carefully crafted focus questions alongside PowerPoint slides (outside the slide field). The PPT is then projected as usual, but not in slide show mode, so the areas outside the main slide window are visible to the students. Prior to the lecture students receive a version without the answers. During the face‐to‐face lecture, the lecturer goes through the answers in an interactive way by requesting that students answer the FFQs, which can be verified immediately from the PPT slide. The focus questions not only increase students' understanding of the slides, they also model good answers. FFQs were delivered to the students of third year clinical biochemistry at Curtin University. Number of students in this study, n = 311. The final exam marks support the use of FFQs as there is an overall improvement of the student average grade by ≈10% from ≈63% in 2010–2014 (no FFQs) to ≈72.6% in 2015–2017 (FFQs). FFQs have also gained the accolade of the students as their feedback was on average ≈97% compared to ≈80.5% for the Faculty and University. |
| first_indexed | 2025-11-14T10:38:52Z |
| format | Journal Article |
| id | curtin-20.500.11937-68789 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:38:52Z |
| publishDate | 2018 |
| publisher | John Wiley & Sons |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-687892018-12-13T03:27:20Z FastFeedback Questions: A new teaching method Elnashar, Magdy In Australian Universities, based on a study from 1992 to 2014, the Feedback item has been consistently poorly rated by students. In addition, Biochemistry is a complex STEM subject which many students find difficult and was considered the hardest subject according to a recent study by Antigua medical school in the United States. In this work, a new and interactive teaching method, FastFeedback Questions (FFQs), has been devised. FFQs are a rapid formative feedback method that involves embedding carefully crafted focus questions alongside PowerPoint slides (outside the slide field). The PPT is then projected as usual, but not in slide show mode, so the areas outside the main slide window are visible to the students. Prior to the lecture students receive a version without the answers. During the face‐to‐face lecture, the lecturer goes through the answers in an interactive way by requesting that students answer the FFQs, which can be verified immediately from the PPT slide. The focus questions not only increase students' understanding of the slides, they also model good answers. FFQs were delivered to the students of third year clinical biochemistry at Curtin University. Number of students in this study, n = 311. The final exam marks support the use of FFQs as there is an overall improvement of the student average grade by ≈10% from ≈63% in 2010–2014 (no FFQs) to ≈72.6% in 2015–2017 (FFQs). FFQs have also gained the accolade of the students as their feedback was on average ≈97% compared to ≈80.5% for the Faculty and University. 2018 Journal Article http://hdl.handle.net/20.500.11937/68789 10.1002/bmb.21103 John Wiley & Sons fulltext |
| spellingShingle | Elnashar, Magdy FastFeedback Questions: A new teaching method |
| title | FastFeedback Questions: A new teaching method |
| title_full | FastFeedback Questions: A new teaching method |
| title_fullStr | FastFeedback Questions: A new teaching method |
| title_full_unstemmed | FastFeedback Questions: A new teaching method |
| title_short | FastFeedback Questions: A new teaching method |
| title_sort | fastfeedback questions: a new teaching method |
| url | http://hdl.handle.net/20.500.11937/68789 |