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Background <p>Anatomy is regarded as the basic course of medical science. It has the characteristic of a large number of contents, which makes it difficult for students and requires medical students to develop great self-learning ability. Chinese medical students are typically accustomed to passively receiving knowledge. This study aims to utilize the Wen Juan Xing (WJX) platform for in-class quizzes to explore its impact on the learning outcomes of medical students in anatomy courses and to cultivate their self-directed learning habits.</p> Methods <p>The experimental group consisted of 369 undergraduate students from the 2018 cohort of the Clinical Medicine program at Zhongshan School of Medicine, Sun Yat-sen University. The control group comprised 386 students from the 2017 cohort. During the Systematic Anatomy course for the 2018 cohort, five WJX in-class quizzes were conducted, averaging one every 3–4 weeks. The quiz scores contributed to the overall course assessment (accounting for 30%). An online questionnaire survey was administered to all 2018 cohort students enrolled in the Systematic Anatomy course to gather their subjective evaluations of the WJX quizzes.</p> Results <p>The final exam average score of the 2018 cohort (75.79 ± 13.81) was significantly higher than that of the 2017 cohort (67.52 ± 17.15). The passing rate (88%) was also significantly higher than that of the 2017 cohort (74%). Questionnaire results indicated that over 95% of students held a positive attitude towards the WJX quizzes, believing they improved their self-learning abilities. More than 90% of students reported that the quizzes helped them develop more suitable study plans and cultivate better learning habits. Students widely agreed that the WJX quizzes encouraged regular review, reduced end-of-term exam preparation pressure, and enhanced learning motivation.</p> Conclusion <p>WJX in-class quizzes were associated with significantly higher medical students’ academic performance in the anatomy course, students perceived that their self-directed learning abilities were enhanced, and fostered the development of effective learning habits.</p>

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Promoting self-regulated learning: using online question bank testing system to improve the efficiency of regular quizzes

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月16日

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  • Tao Luo,
  • Mingyu Li,
  • Ting Xie,
  • Yiyao Li,
  • Zichao Wu,
  • Kaihua Guo

摘要

Background

Anatomy is regarded as the basic course of medical science. It has the characteristic of a large number of contents, which makes it difficult for students and requires medical students to develop great self-learning ability. Chinese medical students are typically accustomed to passively receiving knowledge. This study aims to utilize the Wen Juan Xing (WJX) platform for in-class quizzes to explore its impact on the learning outcomes of medical students in anatomy courses and to cultivate their self-directed learning habits.

Methods

The experimental group consisted of 369 undergraduate students from the 2018 cohort of the Clinical Medicine program at Zhongshan School of Medicine, Sun Yat-sen University. The control group comprised 386 students from the 2017 cohort. During the Systematic Anatomy course for the 2018 cohort, five WJX in-class quizzes were conducted, averaging one every 3–4 weeks. The quiz scores contributed to the overall course assessment (accounting for 30%). An online questionnaire survey was administered to all 2018 cohort students enrolled in the Systematic Anatomy course to gather their subjective evaluations of the WJX quizzes.

Results

The final exam average score of the 2018 cohort (75.79 ± 13.81) was significantly higher than that of the 2017 cohort (67.52 ± 17.15). The passing rate (88%) was also significantly higher than that of the 2017 cohort (74%). Questionnaire results indicated that over 95% of students held a positive attitude towards the WJX quizzes, believing they improved their self-learning abilities. More than 90% of students reported that the quizzes helped them develop more suitable study plans and cultivate better learning habits. Students widely agreed that the WJX quizzes encouraged regular review, reduced end-of-term exam preparation pressure, and enhanced learning motivation.

Conclusion

WJX in-class quizzes were associated with significantly higher medical students’ academic performance in the anatomy course, students perceived that their self-directed learning abilities were enhanced, and fostered the development of effective learning habits.