Impact of practice quizzes on student perceptions and assessment outcomes of a third-year pharmacotherapy course


  • Dana R. Bowers Washington State University College of Pharmacy and Pharmaceutical Sciences, Washington, United States
  • Dana N. Rabourne Washington State University College of Pharmacy and Pharmaceutical Sciences, Washington, United States
  • Kimberly C. McKeirnan Washington State University College of Pharmacy and Pharmaceutical Sciences, Washington, United States



Infectious Disease, Pharmacotherapy, Quiz, Student pharmacist education


Background: Practice quizzes have been associated with student learning, comprehension, and retention. This study aims to assess the impact of practice quiz utilisation for an infectious disease (ID) pharmacotherapy course.

Methods: Student performance data for practice quizzes and assessments were collected. A survey was administered regarding student perception information of the practice quizzes.

Results: Most students (95%) completed at least one quiz. For most of the quizzes (15/20), the number of quiz attempts among students who met the 80% competency bar was statistically higher than that of those who did not meet competency on course tests. Most students agreed/strongly agreed the quizzes impacted examination study behaviours (86%), performance (89%), and confidence (90%). Students supported additional course implementation of quizzes (97%), planned to utilise available practice quizzes in the future (96%), and would recommend them to other students (91%).

Conclusion: ID practice quizzes were well received by students and may be a valuable learning tool.


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How to Cite

Bowers, D. R., Rabourne, D. N., & McKeirnan, K. C. (2023). Impact of practice quizzes on student perceptions and assessment outcomes of a third-year pharmacotherapy course. Pharmacy Education, 23(1), p. 329–338.



Research Article