title: The impact of formative testing on study behaviour and study performance of (bio)medical students: a smartphone application intervention study.
abstract: BACKGROUND
  Formative testing can increase knowledge retention but students often underuse available opportunities. Applying modern technology to make the formative tests more attractive for students could enhance the implementation of formative testing as a learning tool. This study aimed to determine whether formative testing using an internet-based application ("app") can positively affect study behaviour as well as study performance of (bio)medical students.
  
  
  METHODS
  A formative testing app "Physiomics, to the next level" was introduced during a 4-week course to a large cohort (n = 461) of Dutch first year (bio)medical students of the Radboud University. The app invited students to complete 7 formative tests throughout the course. Each module was available for 3-4 days to stimulate the students to distribute their study activities throughout the 4-week course.
  
  
  RESULTS
  72% of the students used the app during the course. Study time significantly increased in intensive users (p < 0.001), while no changes were observed in moderate (p = 0.07) and non-users (p = 0.25). App-users obtained significantly higher grades during the final exam of the course (p < 0.05). Non-users more frequently failed their final exam (34%, OR 3.6, 95% CI: 2.0-6.4) compared to moderate users (19%) and intensive users (12%). Students with an average grade <6.5 during previous courses benefitted most from the app, as intensive (5.8 ± 0.9 / 36%) and moderate users (5.8 ± 0.9 / 33%) obtained higher grades and failed their exam less frequently compared to non-users (5.2 ± 1.1 / 61%). The app was also well appreciated by students; students scored the app with a grade of 7.3 ± 1.0 out of 10 and 59% of the students indicated that they would like the app to be implemented in future courses.
  
  
  CONCLUSIONS
  A smartphone-based application of formative testing is an effective and attractive intervention to stimulate study behaviour and improve study performance in (bio) medical students.
authors.affiliation: Radboud university medical center, Radboud Institute for Molecular Life Sciences, Nijmegen, Netherlands. Anke.Lameris@radboudumc.nl.
authors.forename: Anke L
authors.initials: AL
authors.lastname: Lameris
authors.affiliation: Radboud university medical center, Radboud Institute for Molecular Life Sciences, Nijmegen, Netherlands. Joost.Hoenderop@radboudumc.nl.
authors.forename: Joost G J
authors.initials: JG
authors.lastname: Hoenderop
authors.affiliation: Radboud university medical center, Radboud Institute for Molecular Life Sciences, Nijmegen, Netherlands. Rene.Bindels@radboudumc.nl.
authors.forename: René J M
authors.initials: RJ
authors.lastname: Bindels
authors.affiliation: Department of Physiology, Radboud university medical center, Radboud Institute for Health Sciences, PO box 9101, 6500 HB, Nijmegen, The Netherlands. Thijs.Eijsvogels@radboudumc.nl.
authors.forename: Thijs M H
authors.initials: TM
authors.lastname: Eijsvogels
mesh_terms: D000124:Achievement; D015331:Cohort Studies; D003194:Computer-Assisted Instruction; D003479:Curriculum; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D063731:Mobile Applications; D009426:Netherlands; D066230:Patient-Specific Modeling; D012153:Retention, Psychology; D000068997:Smartphone; D058013:Test Taking Skills