Ques is your new personal tutor. At Ques, we combine highly interactive question sets with spaced repetition technology mapped against a medical science curriculum. Our questions are high in quality and focus on both core material and more challenging topics. Answering questions will give you a sense of where gaps are in your knowledge, compared to those who have answered the questions before. Spaced repetition will help you learn quicker and retain for longer, culminating in a world-class medical education experience that is sure to help you get through your exams and beyond.
Ques was born from the founders’ frustration with current medical school teaching practices. Students tend to sit in large lecture halls for hours on end during medical school. Feedback tends to be sporadic, as there are not enough staff who know you well enough to know how you’re progressing throughout the year. With a large amount of content to get through, you don’t know what you should be studying and to what depth. That’s where Ques comes in. Increasing class size has shown to decrease scores by up to 9%. In a tutorial setting, studies have shown that students can answer up to 117-146 questions an hour. At Ques, we aim to replicate that rate by providing consistently high quality questions and spaced repetition content on demand to maximise your learning.
Ques will work out of the box for your computer, tablet or mobile device. Look out for the upcoming iOS and Android apps!
Ques uses online formative questions, spaced repetition algorithms to provide an instructional technology platform to help you get better results, faster.
Online formative quizzes have been shown to increase medical science students scores by up to 13%. Furthermore, students who use online learning modules tailored to their curriculum achieved higher scores in topics where these modules were available.
Spaced repetition is a method of learning that involves increasing time intervals of recalling information depending on how well you remember it.
“If you read a piece of text through twenty times, you will not learn it by heart so easily as if you read it ten times while attempting to recite from time to time and consulting the text when your memory fails.”
— Francis Bacon, 1620
A large meta-analysis suggested that those who learn information by spaced repetition will outperform 67% of those who learn by mass presentation given the same number of practice episodes.
Computer-based instruction strategies have been shown to raise examination scores by 0.3 standard deviations. More recently, a meta-analysis in 2015 showed that the median effect of intelligent tutoring in 50 studies was to raise test scores from the 50th to the 75th percentile.
Ques is written by a number of high-achieving junior doctors and medical students. Ques’ topics and questions cover all the topics covered by UK medical school curriculums. Our authors ensure that our content covers, and is consistent with, a wide variety of leading resources. Our editors ensure that our content matches authoritative textbooks and up to date with recent research and evidence-based medicine. Every question is reviewed by a qualified doctor before being uploaded. The format of our questions are consistent with best practice guidelines for question-writing, outlined by a number of world-leading institutions.
- Donovan, J.J. & Radosevich, D.J., 1999. A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t.Journal of Applied Psychology, 84(5), pp.795–805.
- Graesser, A.C. & Person, N.K., 1994. Question Asking During Tutoring. American Educational Research Journal, 31(1), pp.104–137.
- Khalil, M.K., Nelson, L.D. & Kibble, J.D., 2010. The use of self-learning modules to facilitate learning of basic science concepts in an integrated medical curriculum. Anatomical Sciences Education, 3(5), pp.219–226.
- Kibble, J.D., 2011. Voluntary participation in online formative quizzes is a sensitive predictor of student success. Advances in Physiology Education, 35(1), pp.95–96.
- Kulik, J.A. & Fletcher, J.D., 2016. Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review. Review of Educational Research, 86(1), pp.42–78.