1 Universitat de València (SPAIN)
2 Universidad de Oviedo (SPAIN)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Page: 3925 (abstract only)
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.0831
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
Keeping students engaged on a daily basis is a common challenge teachers have to face. Different strategies have been developed to overcome this issue. It is important for students to keep their study constant and not to relegate it to the last week or moments before the exam, this way they can solve doubts that might arise, assess if they are well-prepared or acquire professional knowledge that could transcend beyond the exam.

The aim of this study was to introduce multiple answer short examinations prior to the initiation of every theoretical class in a subject of the Degree in Physical Therapy in order to keep the students up-to-date and engaged by reviewing the content that was taught on the previous class.

Materials and method:
The subject Pathology and Therapeutic Approach of the Cardiovascular and Respiratory Systems is a 6 ECTS credit basic formation given in the second year of the Degree in Physical Therapy. Students are taught the clinical presentation, diagnosis, and initial treatment of different pathologies we can have in the respiratory and cardiovascular systems. It is important to ensure that they know these elements of the different pathologies because it is going to serve as a base for further subjects they will take.

Teachers have to ensure that the content they are delivering is well-understood and that students are keeping a continuous engagement on their class. This is in order to assure that students progress in the degree to further subjects were this content is going to be of considerable importance.

Therefore, before beginning a new class, teachers created a short, 3-question exam that was to be solved collectively by the whole class. This exam would only take a few minutes and will not incur in the development of the class that was to be taught that same day. Teachers would randomly ask any student what they thought the answer could be and asked the rest of the class to reason this answer and to debate whether or not they believe it was the correct answer. His Once this exam ended, regular classes were reprised.

Introducing short examinations prior to theoretical classes was received positively by the students. Students even asked for the exams on a daily basis, and used these exams both to refresh what was given the day before and as a training tool for the final examination. Therefore, introducing short exams before theoretical classes is an efficient alternative in order to keep the students engaged.
Covid-19, active learning, teaching innovations.