title: Impact of double testing on student knowledge in a professional issues course.
abstract: Collaborative testing, allowing students to work together on the completion of an examination, is used in a wide variety of disciplines. This study examines the impact of this testing technique on knowledge of students in an undergraduate Health Care Issues, Policy and Economics course. Results indicate that although this approach does not increase student knowledge to a statistically significant level, it does increase individual student scores. This increase in examination scores may be of significance to the learner.
authors.affiliation: Undergraduate Department, College of Nursing, University of Central Florida, Orlando, Florida 32826, USA.
authors.forename: Stephen
authors.initials: S
authors.lastname: Heglund
authors.forename: Diane
authors.initials: D
authors.lastname: Wink
mesh_terms: D003299:Cooperative Behavior; D004508:Education, Nursing, Baccalaureate; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D015144:Southeastern United States; D013338:Students, Nursing