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Resumen Se analiza la brecha por sexo en matemáticas (razonamiento cuantitativo) en universitarios de Colombia, con base en los resultados de las pruebas estatales de salida de la educación superior Saber Pro, 2018; incluyendo el factor regional. A partir de una modelación cuantílica y una descomposición Juhn-Murphy-Pierce; se identifica la existencia y persistencia de una brecha por sexo en el área evaluada, y diferencias entre las regiones Andina y Caribe. Se destaca: favorabilidad hacia los hombres; importancia de las características educativas e institucionales; importancia de las matemáticas de secundaria (explican cerca del 25% del diferencial); ampliación de la brecha en los cuartiles más altos; v) heterogeneidad regional de la brecha, ampliada por la interacción sexo-región.
Resumo A diferença de gênero em matemática (raciocínio quantitativo) entre estudantes universitários na Colômbia é analisada, com base nos resultados dos exames de saída do ensino superior estadual Saber Pro 2018, incluindo o fator regional. Com base na modelização de quantis e numa decomposição Juhn-Murphy-Pierce, identificamos a existência e persistência de uma diferença de gênero na área avaliada, bem como diferenças entre as regiões andinas e das Caraíbas. Destacam-se: favorabilidade em relação aos homens; importância das características educacionais e institucionais; importância da matemática secundária (explicando cerca de 25% do diferencial); alargamento da lacuna nos quartis mais altos; e heterogeneidade regional da lacuna, amplificada pela interação gênero-região.
Abstract The paper analyzes the gender gap in mathematics (quantitative reasoning) among Colombian university students, based on the results of the State higher education exit tests Saber Pro, 2018; including the regional factor. Based on a quantile modeling and a Juhn-Murphy-Pierce decomposition, the study identifies the existence and persistence of a gender gap in the evaluated area and differences between the Andean and Caribbean regions. The most remarkable points include: favouring men; importance of educational and institutional characteristics; importance of secondary mathematics (accounting for about 25% of the differential); widening of the gap in the highest quartiles; and regional heterogeneity of the gap, widened by gender-region interaction.
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Humans , Students , Universities , Colombia , Women , Education , Gender Studies , MenABSTRACT
Resumo: Introdução: A avaliação do estudante é componente essencial de todo programa educacional. O aprendizado das ciências básicas é fundamental para dar sentido ao que se aprende na fase clínica da formação de um profissional em saúde. Entretanto, a maioria dos treinamentos de elaboradores de testes de múltipla escolha (TME) é voltada à formulação de questões clínicas e não inclui abordagem específica para questões das ciências básicas. Relato de experiência: Foi realizada uma oficina para a capacitação docente na elaboração de TME de aplicação dos conhecimentos de ciências básicas, visando à elaboração de uma prova a ser aplicada no final do ciclo básico de seis cursos da saúde. O material instrucional foi elaborado pelos autores, que ofereceram uma oficina no formato on-line. Um diferencial dessa capacitação foi a aplicação de modelos de elaboração de enunciados com contextos definidos, utilizando momentos de preparo assíncronos e encontro síncrono. Após a oficina, aplicaram-se questionários sobre a satisfação e aprendizagem dos participantes. A maioria avaliou a oficina como boa ou muito boa e referiu aumento da percepção de capacidade para elaborar TME, e, ao final, somente 7% se sentiram pouco preparados para elaborar um TME seguindo as boas práticas. Houve melhora na qualidade dos TME elaborados, tendo como referencial os índices de dificuldade e discriminação. Discussão: Existem evidências do valor do desenvolvimento do corpo docente na melhoria da qualidade das questões produzidas. O formato de oficina proposto foi bem avaliado pelos participantes e contribuiu para a qualidade das questões de provas aplicadas ao final do ciclo básico. Conclusão: Estratégias como a descrita qualificam as avaliações dentro da escola e contribuem para a organização de provas externas.
Abstract: Introduction: Student assessment is an essential component of all educational programs. Basic science learning is essential for making clinical knowledge meaningful to healthcare students. However, most item writer training is focused on the formulation of clinical questions and does not include a specific approach to basic science questions. Experience Report: Workshops on item writing for knowledge application on basic sciences were carried out with the aim of planning a test to be applied at the end of the basic cycle of six health courses. The instructional material was prepared by the authors, who offered online workshops. A differential of this training was the application of models of item lead-in elaboration with defined contexts, using moments of asynchronous preparation and synchronous encounter. After each workshop, surveys were applied to assess participants' satisfaction and learning. Most participants rated the workshop as good or very good and reported an increase in their perceived ability to prepare single best answer multiple-choice questions. At the end, only 7% reported they were not prepared to write an item following good practices. There was an improvement in the quality of the items prepared, using the difficulty and discrimination indexes as a reference. Discussion: There is evidence of the value of faculty development in improving the quality of the questions produced. The proposed workshop format was well evaluated by the participants and contributed to the quality of tests applied to students at the end of the basic science cycle. Conclusion: Strategies such this qualify assessments within the school and contribute to the organization of external exams.
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Background: Multiple choice questions (MCQs) are preferred tools of assessment because of objectivity, ease of scoring and how each MCQ functions as an item can be understood by Item analysis. Aims and Objectives: The aim of the study was (i) to carry out item analysis of MCQs used in formative assessment to know the validity and (ii) to carry out a post validation item analysis of MCQ’s of 1st MBBS students in anatomy to use results for further actions. Materials and Methods: 45 MCQs were administered to 112 students of 1st M.B.B.S. as a formative assessment. Difficulty index and Discrimination index were calculated. Results: Mean difficulty index was 56.67 ± 22.09, and mean discrimination index was 0.35 ± 0.23. Distribution of easy, moderate, and difficult MCQ was 20, 67, and 13%, respectively. About 20% of MCQs were poor, 20% with acceptable discriminating index, 27% had good, and 33% MCQ were of excellent discrimination index. No item was negatively discriminating and all distractor were functional. Very easy and very difficult items had poor discriminating index. Conclusion: Most of items had moderate difficulty and good to excellent discrimination. Too easy and too difficult items showcased poor discrimination, no negatively discriminating item and absence of non-functional distractor suggest good quality framing of the MCQs.
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RESUMEN Introducción: Algunos autores han señalado que el armado de un examen con preguntas aleatorias puede perjudicar el rendimiento de los estudiantes. A partir de la pandemia por COVID -19 y del aislamiento social obligatorio, las actividades de educación médica de posgrado pasaron a la modalidad virtual y los exámenes se implementaron online. Objetivo: Estudiar si el ordenamiento al azar de las preguntas tiene algún efecto en los resultados de los exámenes. Material y métodos: Se redactaron 2 exámenes: uno sobre Prevención de la enfermedad cardiovascular y otro sobre Valvulopatías. Para cada uno de los temas se confeccionaron dos cuestionarios: una versión con las preguntas en el orden lógico y según dificultad estimada, y otra con las mismas preguntas distribuidas al azar. Cada examen tenía 50 preguntas de selección múltiple con 3 opciones. Puntaje máximo posible: 50 Los exámenes fueron administrados en plataforma Moodle, modalidad sincrónica, tiempo disponible 75 minutos. Los resultados se expresaron en puntajes obtenidos (rango y valores de tendencia central) y según el índice de dificultad de las preguntas. Resultados: Respondieron 284 residentes, alumnos del Curso Bianual de Cardiología. Dos grupos de 1° año (tema Prevención) y dos grupos de 2° año (Valvulopatías). No hubo diferencia entre los resultados de las dos versiones del mismo examen. Conclusiones: Este estudio careció de la potencia suficiente para fundamentar una u otra forma de ordenar las preguntas de los exámenes de ciencias clínicas. Surgieron nuevas preguntas que deberán ser respondidas en futuros estudios.
ABSTRACT Background: Some authors have pointed out that setting up an exam with random questions can impair student performance. Since the COVID-19 pandemic and compulsory social isolation, postgraduate medical education activities became virtual and exams were implemented online. Objective: The aim of the study was to analyse whether the random order of questions has any effect on test results. Method: Two exams were written: one on the Prevention of Cardiovascular Disease and another on Heart Valve Diseases. For each topic, two questionnaires were designed: a version with the questions in logical order and according to the estimated difficulty and another with the same questions randomly distributed. Each exam had 50 multiple-choice questions with 3 options, and the maximum possible score was 50 The exams were taken on the Moodle platform, with synchronous modality, and the time available was 75 minutes. The results were expressed as scores obtained (range and central tendency) and according to the index of difficulty of the questions. Results: The number of respondents was 284 residents, students of the Biannual Cardiology Course: two 1st year groups (Prevention topic) and two 2nd year groups (Valve diseases). There was no difference between the results of the two versions of the same exam. Conclusions: This study lacks sufficient power to support either way of question order in clinical sciences exams, giving rise to new queries.
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OBJECTIVE: To assess the undergraduate medical student's preference among different formats of written assessment. MATERIAL AND METHOD: Cross sectional study was conducted on Phase I and phase II undergraduate medical students with prior information and consent. Lecture was delivered on a topic for both phases followed by a test with same question in different formats and a questionnaire on student's feedback on these formats. RESULTS: Majority of students of both phases preferred Multiple choice questions over other three formats as it was easier to answer, time saving, enjoyable, can fetch more marks and free of evaluator bias. Other formats also had their advantages and drawbacks. CONCLUSION:Assessment of any format of written assessments can usually assess any level of cognitive domain with properly framed questions and model answers although students may prefer a particular one
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Introduction: In most of the medical colleges of India, the knowledge regarding basic science subjects is taught mainly through didactic lectures, tutorials and practicals. And hence the system is more of teacher centered with less interaction or involvement from the students. There is a need to explore innovations, so as to sustain interest. Objectives: To introduce interactive teaching and assessment methods during lectures and examinations respectively and to elicit student’s perception about them. Materials and Method: A number of interactive methods were introduced in the pathology curriculum in a batch of 153 medical students of 2nd year M.B.B.S. Later the perceptions of the students were elicited regarding these sessions using a questionnaire based on Likert scale. Results: Validation of the scale indicated good internal consistency with Crohnbach’s alpha coefficient of 0.9. Majority (83%) of the students agreed or strongly agreed to like the interactive sessions. Similarly, 86% agreed or strongly agreed to like teamwork in group discussions and quiz sessions. Most popular interactive mode was MCQ’s followed by Cinemeducation. Most students were also of the view that interactivity during lectures keeps them active, more attentive in the class, makes the atmosphere more lively, also improved their communication skills, helps in retention of the topic, clearing doubts, improves attention span and hence results in better understanding of the subject. Conclusion: This project clearly proves that updated pathology curriculum is preferred by students. So, teacher should take a new role of facilitating the process of interactive learning rather than delivering elaborative lectures.
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Background: Multiple choice questions (MCQs) are a common method of assessment of medical students. The quality of MCQs is determined by three parameters such as difficulty index (DIF I), discrimination index (DI), and Distractor efficiency (DE). Item analysis is a valuable yet relatively simple procedure, performed after the examination that provides information regarding the reliability and validity of a test item. The objective of this study was to perform an item analysis of MCQs for testing their validity parameters.Methods: 50 items consisting of 150 distractors were selected from the formative exams. A correct response to an item was awarded one mark with no negative marking for incorrect response. Each item was analysed for three parameters such as DIF I, DI, and DE.Results: A total of 50 items consisting of 150 Distractor s were analysed. DIF I of 31 (62%) items were in the acceptable range (DIF I= 30-70%) and 30 had ‘good to excellent’ (DI >0.25). 10 (20%) items were too easy and 9 (18%) items were too difficult (DIF I <30%). There were 4 items with 6 non-functional Distractor s (NFDs), while the rest 46 items did not have any NFDs.Conclusions: Item analysis is a valuable tool as it helps us to retain the valuable MCQs and discard or modify the items which are not useful. It also helps in increasing our skills in test construction and identifies the specific areas of course content which need greater emphasis or clarity.
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Background: The accurate, reliable and timely assessment of students is an essential domain of teaching duringMedical professional courses. The Multiple Choice Questions (MCQ) are time tested method of ready assessmentof undergraduate students. Although it evaluates student’s cognitive knowledge but does not evaluate professionalskills. However it is said that MCQs emphasize recall of factual information rather than conceptual understandingand interpretation of concepts.Objectives: The main objective of the study is to analyse the items with the help of item analysis and select theitems which are good for incorporation into future question bank with reliability.Materials and Methods: This study was done in Department of Anatomy, AIIMS, Patna. A 396 first year MBBSstudents of different batches took the MCQ test comprising 60 questions in two sessions. During the evaluationprocess of MCQ’s each correct response was awarded one mark and no marks was awarded for any incorrectresponse. Each item was analysed for difficulty index, discrimination index and distractor effectiveness.Results: The overall mean of Facilitative value, Discrimination Index, Distractor Effectiveness and CorrelationCoefficient was 66.09 (±21.55), 0.26 (±0.16), 18.84 (±10.45) and 0.55±0.22 respectively.Conclusion: The framing of MCQ should be according to Bloom’s classification to assess cognitive, affective aswell as psychomotor domain of the students. The MCQ having poor and negative discrimination should bereframed and again should be analysed.
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Resumen Reconocer y denominar expresiones emocionales son habilidades en cuyo estudio existe un creciente interés por parte de la psicología y las neurociencias; trastornos tales como el autismo, la esquizofrenia y la depresión se caracterizan por dificultades en reconocer las emociones ajenas. El hallazgo de diferencias a favor de las mujeres en Percepción Emocional (PE) ha sido replicado transculturalmente por lo que sirve como evidencia de validez. En esta investigación, de diseño instrumental, se construyeron 28 ítems y se pusieron a prueba mediante el modelo de Rasch (MR) en una muestra de población general española (102 varones y 102 mujeres; rango de edad=18-65). El ajuste datos-modelo fue suficiente. Las medidas de las personas muestran que el test resultó fácil (rango = -.60 a 4.14 logits). Se hallaron las diferencias sexuales predichas, d= -.36 (d con corrección de la atenuación= -.50); que ningún ítem mostrase funcionamiento diferencial (DIF) asociado al sexo y que la variable construida tenga propiedades intervalares añade confianza al valor estimado del tamaño del efecto. La construcción de una escala de intervalo en la que se localizan conjuntamente ítems y personas ofrece información cuantitativa y permite detectar patrones inesperados de respuesta que pueden ser de utilidad para el diagnóstico neuropsicológico.
Abstract Recognizing and labeling emotion expressions are abilities in whose study psychology and the neurosciences are increasingly interested; disorders such as autism, schizophrenia and depression are characterized by difficulties in recognizing others' emotions. The finding of sex differences favoring women in Emotion Perception (EP) has been replicated cross-culturally, and so it can be used as validity evidence. In this instrumental design study, some 28 items were constructed and tested by means of the Rasch model (RM) in a Spanish community sample (102males and 102 females; age range=18-65). Data-model fit was good enough. Person measures show that the test was easy (range = -.60 to 4.14 logits). Even so, the predicted sex differences favoring women were found, d= -.36 (disattenuated d= -.50). That no item showed sex-related Differential Item Functioning (DIF) and that the constructed variable has interval scale properties add confidence to the effect size estimated value. The construction of an interval scale on which EP items and persons are conjointly represented offers quantitative information and allows the discovery of unexpected response patterns.
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Perceptual Disorders , Perception , Emotions , Facial Expression , Aptitude , Sex Characteristics , Depression , DiagnosisABSTRACT
Background & Objective: Many undergraduate medical students prefer to concentrate on clinical subjects and tend to neglect paraclinical subjects like Microbiology. A time has come when motivation is mandatory for the current generation of students. The present study attempts to introduce quiz as an innovative learning method. A quiz is a quick way of gathering information on how well our students are meeting their learning objectives. The present study is aimed to assess the students’ knowledge and interest in Microbiology subject. Methodology: The present study was conducted in the department of Microbiology, D.Y. Patil medical college, Kolhapur, on second MBBS students. Five teams were enrolled from the neighboring medical colleges. We assessed the students’ knowledge by giving pre and post MCQ tests followed by various rounds of quiz competition. Results: There was a significant increase in students’ knowledge in post MCQ test than that of pre MCQ test (P< 0.0001). It was also observed that all the students had developed interest in Microbiology subject. Conclusion: We observed from the present study that even a simple intervention like quiz can make a significant improvement in the knowledge of medical students and help them to develop interest in microbiology subject.
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Background: Single best-answer multiple-choice questions (MCQs) consist of a question (the stem) two or more choices from which examinees must choose the correct option (the distracters) and one correct or best response (the key). Item analysis is the process of collecting, summarizing and using information from students’ responses to assess the quality of test items. Classical test theory for item analysis is most followed method to determine the reliability by calculating Difficulty Index (P score) and Discriminating Index (D score) and Distracter effectiveness Aim: This Study was aimed to calculate P scoreand distracter effectiveness; to find out relationship between P score and distracter effectiveness. Material and methods: In this Cross Sectional study 65 items responded by 120 Students of first year M.B.B.S were studied for Item Analysis. Difficulty Index, and Distracter Effectiveness were calculated for each item. Distracters were identified and classified as Functioning and Non- functioning distracter. Interrelationship between P Score, and Distracter Effectiveness was calculated and analyzed by Epinifo 7 software Result: We found Items with two functioning distracters were more difficult than that of others followed by items with three functioning distracters. Conclusion: Distractors affect the item difficulty index and by the means also affects quality of the assessment .
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Introducción: el objetivo de este estudio fue evaluar el efecto de la reducción del número de opciones de respuesta por pregunta sobre los indicadores sicométricos de un examen de ingreso a estudios médicos de posgrado. Metodología: aplicación de índices de evaluación sicométrica desde la perspectiva de dos teorías: la clásica de la medición y la de respuesta al ítem, a una prueba de 70 preguntas hecha a 2.539 aspirantes a ingresar a los posgrados médico-quirúrgicos de la Universidad de Antioquia en el año 2014. Se eliminó la opción de respuesta elegida con menor frecuencia y se la reemplazó por azar de entre las tres restantes. Resultados: solo 52,9% de las preguntas tuvieron tres opciones funcionales de respuesta. No se encontró diferencia en la dificultad, la discriminación, el error estándar de la medición, el alfa de Cronbach ni el coeficiente de correlación biserial (teoría clásica de la medición); tampoco en la medida de dificultad de los ítems o de habilidad de las personas (teoría de respuesta al ítem) entre las pruebas con tres y cuatro opciones de respuesta. La prueba con tres opciones conservó un buen ajuste. Conclusión: una prueba con tres opciones de respuesta se comportó tan bien como su contraparte de cuatro opciones.
Introduction: The aim of this study was to evaluate the effect of reducing the number of response options per question on the psychometric indicators of an exam for admission to postgraduate medical studies, at University of Antioquia, in Medellín, Colombia. Methodology: Application of psychometric assessment indexes from the perspective or two theories: the classical of measurement and the item response, to a test of 70 questions, applied in 2014 to 2.539 candidates. The least frequently chosen distractor was eliminated and randomly replaced by one of the three remaining ones. Results: Only 52.9% of the questions had three functional distractors. No difference was found in the difficulty, discrimination, standard error of measurement, Cronbach's alpha and the coefficient of biserial correlation (classical measurement theory). Also, there was no difference in the extent of item difficulty or ability of people (item response theory). The test with three options retained a good fit. Conclusion: Multiple choice tests with three response options performed as well as their four options counterparts.
Introdução: o objetivo deste estudo foi avaliar o efeito da redução do número de opções de resposta por pergunta sobre os indicadores psicométricos de um exame de rendimento a estudos médicos de pós-graduação. Metodologia: aplicação de índices de avaliação psicométrica desde a perspectiva de duas teorias: a clássica da medição e a de resposta ao item, a uma prova de 70 perguntas feita a 2.539 aspirantes a ingressar às pós-graduações médico-cirúrgicos da Universidade de Antioquia no ano de 2014. Eliminou-se a opção de resposta eleita com menor frequência e se a substituiu por casualidade de entre as três restantes. Resultados: só 52,9% das perguntas tiveram três opções funcionais de resposta. Não se encontrou diferença na dificuldade, a discriminação, o erro regular da medição, o alfa de Cronbach nem o coeficiente de correlação bisserial (teoria clássica da medição); também não na medida de dificuldade dos itens ou de habilidade das pessoas (teoria de resposta ao item) entre as provas com três e quatro opções de resposta. A prova com três opções conservou um bom ajuste. Conclusão: uma prova com três opções de resposta se comportou tão bem como sua contraparte de quatro opções.
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Humans , Education, Medical, Graduate , Educational Measurement , Specialties, Surgical , UniversitiesABSTRACT
Background and Objectives: Medical educators are facing the challenge to develop innovative creative material so as to engage the students in active learning, more so for basic sciences. In addition the innovations should help student learning, keeping time and manpower and economy constraints in mind. Overall objective of this study was to study and assess the role of MCQ supplementation in a didactic class in improving student learning. Methods: 136 First year MBBS students of a government medical college attending physiology classes were recruited for the study. Based on the university recognized syllabus the Specific learning objectives (SLOs) were randomly grouped into two categories, that is, SLOs for which didactic classes were to be supplemented with multiple choice questions (MCQs) and those SLOs for which didactic classes were to be taught without MCQ supplementation. Results: On subjecting individual student’s scores obtained in the two categories of MCQs to unpaired ‘t’ test the difference was found to be statistically significant, p = 0.025, t = 2.259. 95% CI. Conclusion: Reinforcement of Didactic class with MCQ supplementation is an effective learning tool which was well received by the participants.
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Background: The aim was to assess the effectiveness of multiple choice versus short answer questions (SAQs) as assessment tools for evaluating performance of 2nd MBBS students. Methods: The study was observational, retrospective study of written pen and paper type assessment that utilized a sample of 100 2nd year medical students. Study consisted of two parts; part I was multiple-choice questions (MCQs) based on endocrine system where four options were given for a question and the single best answer was to be ticked. MCQ was timed at 20 mins for 30 questions with 1 mark each. There was no negative marking. Part II was SAQ on same system where 16 SAQ were given. SAQ was timed at 60 mins for 30 marks questions. After the test students had to reply on a feedback form. Result: There was a strong correlation between the marks scored in two formats of test and there was no statistical difference between the two set of marks. Conclusion: SAQs are as effective as MCQs in assessing the performance of the students in medical pharmacology.
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Background: Assessment is said to drive student learning and define the curriculum. The problem-solving type of multiple choice questions (MCQs), which can be used to probe and assess medical students in pharmacology should have a clinical vignette containing presenting complaints, abstract history, physical examination and laboratory data, followed by a single or series of questions based on it. National Board of Medical Examination (NBME), USA has an extensive bank of problem-solving MCQs, and these questions are often regarded as similar in format and focus to MCQs of United States Medical Licensing Examination (USMLE). The objective assessment of teaching and curriculum in this study is done by comparison of students’ performance in pharmacology comprehensive exam of NBME, USA before and after curriculum changes. This study was designed to obtain an objective assessment of teaching and curriculum by comparison of students’ performance in terms of student mean grades, percentage of students passed, percentage of students failed, percentage of students with honors, and individual highest scores of five semesters before and five semesters after curriculum changes in pharmacology comprehensive exam of NBME, USA among the 5th semester students of American University of the Caribbean, School of Medicine, St. Maarten. Methods: We have compared the students’ performance of pharmacology comprehensive exam of NBME using five parameters like student mean grades, percentage of students passed, percentage of students failed, percentage of students with honor, and individual highest score of five semesters May 2009, September 2009, January 2010, May 2010 and September 2010 semester batches before the introduction of curriculum changes with subsequent semesters January 2011, May 2011, September 2011, January 2012 and May 2012 semesters after the introduction of curriculum changes. Results: The pre-curriculum student performances were compared with post-curriculum changes using the Student’s t-test. The students mean scores improved significantly from 50.76 before curriculum changes to 56.54, students passed (%) increased from 94.57% before curriculum changes to 96.93% after curriculum changes and students with honors (%) increased significantly from 64.72% before curriculum change to 75.51% after curriculum changes and also seem to have remained consistently better. The students failed (%) decreased dramatically from 5.43% to 3.07% after curriculum changes. The highest individual mean score also improved significantly from 72.4 to 80.8 after curriculum changes and have remained consistent in the following semesters. Conclusions: There seems to be obvious improvements in student performance as reflected by a significant increase in mean scores, students pass (%), and students with honors (%) probably due to inclusion of problem-solving MCQs in formative and summative assessments in new curriculum compared with declarative MCQs in old curriculum. The student failed (%) decreased dramatically, which could be attributed to the changes in teaching content and format brought by curriculum changes in pharmacology. The teaching of pharmacology principles as pathophysiology of drug therapy also seemed to have prepared students better for NBME comprehensive exam and also USMLE Step 1. The clinical pharmacology exercises in small groups as role playing sessions seem to have really improved students’ comprehension and retention of the basic sciences knowledge for clinical application based on students’ feedback.
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Objective To explore how to use Epidata and SPSS software in process of coding,entry and statistical analysis of multiple choice conveniently and quickly.Methods On the basis of the hospital demands for nursing graduates behavior questionnaire,Epidata and SPSS software was adopted to realize information coding,entry and statistical analysis of multiple choice,directional selection problem,sort multiple-choice questions.Results Through examples show,a combination of the two software carried on reasonable coding,entry and processing in the three different types of multiple-choice questions,involved in the hospital demands for nursing graduates behavior questionnaire,and gave registration interface of Epidata software,multiple choice encoding and SPSS data analysis process.Conclusions The combination of the two kinds of software can greatly improve the speed of data entry,especially when the data sample is large.
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Background: The widespread use of multiple choice questions (MCQ) in examinations is attributed to its logistical advantage and broad coverage of content within a short duration. The end-of-semester examinations for several modules in the pharmacy programme previously employed a combination of written examination tools including MCQ, short answer questions (SAQ) or essays for assessing learning outcomes in the cognitive domain. Concerns regarding assessment fatigue and subjectivity in marking have led to a review of the assessment formats in the examinations. Various types of MCQ were consequently introduced as the only assessment tool. This study was conducted to evaluate the performance of students in the examinations as a result of the change. Methodology: Analyses were carried out on the end-ofsemester examination results of two cohorts of students for each module, one based on a combination of MCQ, SAQ or essay and the other based on MCQ alone. The class means were compared, and t-test was used to determine the difference between the performances. Results: Although the difference in the mean scores of the two groups is statistically significant in 13 of the 20 modules, the difference is less than 5% in 10 modules. Conclusion: The findings provide evidence that wellconstructed MCQ can effectively assess cognitive skills.
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Background: Students generally choose either a surface learning approach that focuses on rote learning or a deep approach that focuses on understanding. While selection for postgraduate medical courses is based on Multiple Choice Questions (MCQs), only some medical colleges in Tamil Nadu, India, use MCQs for assessing undergraduate students. Aims and Objectives: The aim of this study was to determine the relationship between the learning approaches of first year medical students using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and their performance in Multiple Choice Questions in Physiology. Materials and Methods: The Revised Two Factor Study Process Questionnaire (R-SPQ-2F) was administered to 142 first year medical students of a private medical college in Tamil Nadu after the internal assessment examination in Physiology that included 20 MCQs. Pearson product-moment correlation coefficient was determined using SPSS 17 software, to find the relationship between the deep and surface learning approach scores with the performance in the MCQ examination. Results: The majority of our students (73%) preferred a deep approach while learning Physiology. There was a positive correlation between deep approach scores and MCQ marks (r=0.226, p=0.007, n=142) and a negative correlation between surface approach scores and MCQ marks (r=-0.258, p=0.002, n=142). Conclusion: The majority of our first year medical students exposed to a didactic-non Problem Based Learning curriculum in which assessment included MCQs in Physiology preferred a deep learning approach which was positively correlated with MCQ marks.
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Background and Objectives: Learning of a subject becomes effective when the student knows the purpose of learning. The guidance on the relevance of content of basic sciences to clinical sciences is important. Reinforcement of knowledge is essential to indicate the key areas of the subject for in depth study. The aim of the present study was to focus the students on relevant content and educational objectives through multiple choice questions. Methods: The study consisted of an intervention and a control group of seventy five students each. The intervention group was exposed to the new concept of weekly assessment with concept based MCQs. Results: The methodology has been effective in the study group. This has been demonstrated by the mean scores of the study group (17.67 ± 1.72) being higher than the control group (13.6 ± 2.34) (P < 0.01). Program evaluation by the students has revealed that they developed interest to study the subject in depth. It has helped them in comprehending and reinforcement of the conceptual knowledge and guided them to apply it clinical sciences. Conclusion: Well structured MCQs in the form of assessment with an immediate feedback with explanation of the applied anatomy improve the critical thinking and reasoning skills of the student.
ABSTRACT
La Sociedad Argentina de Cardiología, en los procesos de Certificación y Recertificación de Especialistas, implementa exámenes escritos de selección múltiple. Dos observadores independientes revisaron las 200 preguntas utilizadas en dos exámenes (A y B) realizados durante 2009. Se usó el Índice de Calidad de Galofré; este instrumento toma en cuenta 10 criterios que se deben considerar en la redacción de las preguntas de selección múltiple y establece una escala de 1 a 5 puntos según la cantidad de defectos de construcción que tenga la pregunta. El valor máximo de calidad posible es 5. La media aritmética de los valores de calidad de las preguntas expresa el Índice de Calidad del examen en su totalidad. Se encontró que el 30% de las preguntas tenían muy buena calidad técnica (valores de calidad 4 y 5); cerca del 40% eran preguntas aceptables (valor de calidad 3) que se deberían mejorar y el 30% eran inaceptables (valor de calidad 1 y 2). El examen A tiene un Índice de Calidad de 2,15 y el examen B, de 3,21. En ambos exámenes se encontró que los defectos más frecuentes en la redacción de las preguntas eran la falta de viñeta (caso clínico o problema) y la exploración de conocimientos sólo a nivel de memoria o recordación de datos aislados. Se concluyó que sería conveniente constituir en la Sociedad Argentina de Cardiología un grupo de trabajo permanente para revisar y mejorar las preguntas y armar un banco de ítems.
The Argentine Society of Cardiology uses multiple-choice questions for Cardiology Certification and Recertification exams. Two independent observers revised 200 questions used in two examination tests (A and B) during 2009. We used the Galofré Quality Index, which considers 10 criteria for writing multiple-choice questions and establishes a scale ranging from 1 to 5 points according to the number of construction defects the question has. The maximum value of quality is 5. Mean value of the quality of questions represents the Quality Index of the whole test. We found that 30% of the questions had a very good technical quality (quality value 4 and 5); about 40% were acceptable questions (quality value 3) that should be improved, and 30% were unacceptable (quality value 1 and 2). The Quality Index of test A was 2.15 and of test B was 3.21. The most frequent writing defects in both exams were the lack of bullet points (case report or problem) and exploring knowledge only in terms of memory or recalling isolated information. In conclusion, it would be convenient to constitute a permanent work group in the Argentine Society of Cardiology to revise and improve the questions and create a bank of items.