A Card System as an Instructional Aid This note descrihes the preparation and application of a modified type of programmed instructional aid. The aid was a question and answer card system. It was used in the course "Clinical Chemistry I", a master's level, evening course a t Northeastern University. All of the 24 students enrolled in the course found the method worthwhile, and 6 of them even began using the method on their own in other courses. The students were furnished with lists of questions and page numbers, based on the assigned text, a t regular intervals during t h e course. The questions on the list were arranged into groups. Each group contained one to three questions on the same topic or concept. The students were directed to copy each graup of questions and page numbers onto one side of a 3 X 5-in. card, and them to answer these questions on the back of the eard after studying the appropriate material in the text. In order to ascertain that the amount of material on eaeh card would not be excessive, the instructor prepared a set of cards himself. Each group of questions, that is, eaeh card, was set up to be largely independent of the other cards in the sequence. Also, background information sometimes would be furnished on the question side of a card. Thus, the cards generally could be reviewed without the text and in almost any sequence. It was important to keep the amount of writing a n each eard to a minimum. Students, therefore, were instructed to organize and abbreviate their answers carefully. Questions requiring computations were used only if the answers could be derived without writing. The interesting values of this card system were as follows: (1)The limited size of the cards disuaded the students from just copying material out of the book to answer the questions. Instead they were forced to develop answers in their own words. (2) By providing questions along with hidden but immediately accessible answers, the cards constituted a stimulating and convenient review system. (3) Greater flexibility in reviewing was allowed since the cards could he shuffled into a desired order and removed as they were learned. (4) The convenient size and durability of the cards allowed them to he carried around and studied almost anywhere, even during odd moments. ( 5 ) Revisions and additions were facilitated by the open rather than bound nature of the card system. Thus, this method is suggested as a n effective teaching aid. Graduate Schwl of Pharmacy and Allied Health Professions Northeastern University Boston, Massachusetts 02115
302 / Journal of ChemicalEducation
Roger W. Giese
