Learning Gains Through Multiple Choice Questions in Physiology
Journal Title: International Journal of Contemporary Medical Research - Year 2017, Vol 4, Issue 1
Abstract
Introduction: Assessment of students is an integral part of medical education. The assessment of cognitive domain in traditional medical curriculum, involves Constructive response type of questions. However for the high stake examinations, the students are exposed to MCQs, a Selective response type of questions. Innovative medical curriculum has been successfully utilising MCQs for assessment of students’ performance. The purpose of this study was to evaluate the learning gains in Physiology using MCQs for formative assessments. Material and Methods: The study was a cross sectional, observational, analytical study with a sample size of 52 MBBS students, exposed over 3 sets of Single Response Multiple Choice (MCQ) and Single Response Problem Based Questionnaires (PBQ) in Physiology. The test scores were recorded and absolute and relative learning gains were calculated and statistically analysed (P< 0.05 as significant) to study the outcome measures. Results: One tail t test confirmed statistically significant absolute and relative learning gains. Pearson’s Product Moment Correlation Coefficient “R” also indicated a positive correlation between MCQ and PBQ. Conclusion: This study clearly revealed that MCQ and PBQ can produce learning gains for MBBS students in Physiology. Therefore, if medical educators, policy formulators and implementers design an integrated medical curriculum with MCQ and PBQs as assessment tools there would be significant absolute and relative learning gains for medical students. The same study, when applied for other disciplines in a similar curriculum in the same setting, bear the potential to yield similar learning gains.
Authors and Affiliations
Julie hattaBcharya, Soumya Chakraborty, Tirthankar Guha Thakurta
Keywords
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