Effect of differing powerpoint slide design on multiple-choice test scores for assessment of knowledge and retention in a theriogenology course

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Abstract

Third-year veterinary students in a required theriogenology diagnostics course were allowed to self-select attendance at a lecture in either the evening or the next morning. One group was presented with PowerPoint slides in a traditional format (T group), and the other group was presented with PowerPoint slides in the assertion-evidence format (A-E group), which uses a single sentence and a highly relevant graphic on each slide to ensure attention is drawn to the most important points in the presentation. Students took a multiple-choice pre-test, attended lecture, and then completed a take-home assignment. All students then completed an online multiple-choice post-test and, one month later, a different online multiple-choice test to evaluate retention. Groups did not differ on pre-test, assignment, or post-test scores, and both groups showed significant gains from pre-test to post-test and from pre-test to retention test. However, the T group showed significant decline from post-test to retention test, while the A-E group did not. Short-term differences between slide designs were most likely unaffected due to required coursework immediately after lecture, but retention of material was superior with the assertion-evidence slide design.

Original languageEnglish (US)
Pages (from-to)311-317
Number of pages7
JournalJournal of veterinary medical education
Volume41
Issue number3
DOIs
StatePublished - Jan 1 2014

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animal reproduction
Students
testing
Group
students
student
evidence
veterinarians
diagnostic

Keywords

  • assessment
  • educational methods
  • outcomes
  • reproduction

Cite this

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