Quiz in Undergraduate Curriculum and as Teaching–Learning Method: Why Not?

To the Editor, In the current era, several new modifications and implementations are underway in the postgraduate (PG) curriculum and examination patterns. Evaluation of students' knowledge and their merit rankings are determined using quiz-type competition.1 Quiz has fascinated students for a long and is considered a great tool for learning. It is well known that asking questions enhances understanding. After lectures, teachers often seek the students' opinion regarding the session and any query related to the topic. However, students may not ask questions whether they understand or not due to embarrassment in front of their peers. To address this, teachers can ask some questions as a quiz on the topic taught and evaluate the students. They can appreciate the student who scored highest in the quiz, which can be motivating students. Quizzing begins in school. It is either in you or not. To prepare for a good quiz, one needs a very detailed reading and thus makes the students to read thoroughly.2 We have in our college implemented quiz in undergraduate (UG) teaching also. It was met with a tremendous response. The quiz master was forced to do a preliminary round to select students for the final rounds. The topic selection is of paramount importance. An important topic will arouse interest in students. The quiz, when conducted on a regular class, makes the full class appear as audience. It is important to have audience rounds also. This will keep the audience interest intact. We also issued certificates to the winners and participants. Not only a formal quiz but quizzes in the form of Google Forms or E-content can be served to students. Interested students can solve them at their convenience.3 With the National Eligibility-cum-Entrance Test for PG medical students examination which is in multiple-choice questions (MCQs) format the students appearing are hence more interested in objective type questions. Newer Competency-based Medical Education curriculum also changed the evaluation methods of the students. We implemented quizzes regularly in small-group discussion and self-directed learning.4 Around 20% weightage on MCQs in the final examination is also included. Electives and skill-based evaluations which are now added in MBBS, often are evaluated by MCQs pattern questions because they are easy to evaluate the students' objective.5 Many universities have implemented MCQs in regular evaluation and knowledge upgradation. This also keeps the students' interest in quizzes. As per the newer curriculum method of UG, more skill-based tutorial and knowledge implementation sessions should be arranged to increase interest in the topic.4 Preparing and asking 5–10 MCQs type questions in the form of Google Forms ensures better student involvement and is valuable for the formative improvement and knowledge evaluation. This does not take much time to prepare, response filling and evaluation. Students ranking can be done and winners of quiz can be rewarded and appreciated. Furthermore, teacher/quiz master can analyze the wrong answer, which helps to identify the gap in students' knowledge. However, we should also be aware of some shortcomings of quizzes. It does not interest everyone. Hence, adding anecdotes, history, etc., can arouse a lot of interest. Audience questions with small prizes/rewards will help in participation, and some MCQs may be of recall type also, which does not test the higher domains of knowledge. Hence, setting questions carefully which encourages problem-solving can test higher domains as well. A passionate quiz master is also necessary. It takes a lot of effort and preparation to make foolproof keys and also this needs to be changed every year. We agree with the Shukla et al. outcome of quizzes in PG teaching.1 We want them to be added to UG teaching in a more systematic manner. This quizzing is helpful to identify the student's potential and encourage them for participating in various regional, national, and/or international competitions. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.