Assessment of medical knowledge: The pros and cons of using true/false multiple choice questions.

True/false multiple choice items, commonly referred to as true/ false multiple choice questions (MCQs), were previously a widely used selected response examination format. They can be written relatively easily and cover a wide range of content. Educational researchers have however highlighted several adverse features of this format that make it inappropriate for many assessment settings. These include: (i) there is a high chance of guessing the correct answer; (ii) some marks are not awarded for knowing the correct answer, but for knowing that an answer is incorrect; (iii) they are weak in discriminating between high and low performers; (iv) identifying items which are absolutely true or false may lead to assessment of trivial knowledge; (v) there are difficulties with constructing flawless items; (vi) they may not encourage learning around the items; and (vii) they may not assess what they purport to assess. Many assessment agencies abandoned the use of this format decades ago due to these shortcomings. The use of single best answer (SBA) and extended matching item (EMI) formats helps overcome or minimize the above weaknesses. Assessors who plan to change to SBA or EMI formats from true/false MCQs may, however, need to increase the number of questions to include a representative sample of the curriculum (lengthening the question paper). However, they may not need to increase the examination time, as in general students can answer more SBAs or EMIs than true/false MCQs per unit time. It is time that we reflect upon the disadvantages of true/false MCQs and review their place in our assessment toolkit, as their use in summative examinations may not be fair to students, especially ‘good’ students.

Novel ideas and approaches to learning medical sciences.

Medicine is a progressive discipline for medical students who are going to be future doctors. Therefore to determine the opinion of students regarding the 2nd Professional M.B.B.S. subject, teaching methodology, reforms to be introduced, computer and Internet use and its application in teaching learning process this study was done. 475 students were given a questionnaire which consisted of 2-5 options. Questionnaire consisted of 2 parts. First part was about demographic characteristic, second part was about the subject 465 students in the age group 19-24 yr with male female ration 1:1, mostly from northern India were included in the study. Forensic Medicine emerged as the favorite subject followed by Pharmacology, Pathology and Microbiology. 40.86% (190) wanted more of clinically oriented classes, problem based learning and use of audiovisual aids. 72.04% (335) wanted integrated teaching curriculum. So in our opinion we can adopt a curriculum which is clinically oriented, integrated, revised pattern with computer application and internet use. This will make the teaching learning process in the medical sciences more effective and relevant to the health of the society.

Dental education imperatives for Pakistan

This article has reviewed some basic concepts about teaching and learning skills, the modern concepts of biological learning dental curriculum review and recommendations for the inclusion of new subjects in the existing dental teaching system. A brief introduction of the need for dental curriculum change in Pakistan and a proposed contemporary development of electronic dental curriculum and its relevance to Pakistani system has been highlighted. Finally the role of decision makers and the need for the development of a culture of science in dental education has been advanced. The author has suggested that one more year be added to the existing 4 years BDS course in Pakistan and that will help in introducing the desired changes in BDS courses