A comparison of student performance in multiple-choice and long essay questions in the MBBS stage I physiology examination at the University of the West Indies (Mona Campus)

Pepple, D.J.; Young, Lauriann; Carroll, Robert G.

doi:10.1152/advan.00087.2009

Cited by 34 publications

(30 citation statements)

References 14 publications

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“…The higher score observed in the present study is contrary to the finding in an earlier study where student's performance was significantly higher in MCQs compared to essay component, problem based clinical exams and viva-voce [15]. In another study, it was found that students who performed well in MCQs were likely to do the same in SAQs format of examination [16].…”

Section: Discussioncontrasting

confidence: 99%

Differences in Multiple Choice and Short Answer Questions Performance Among Medical and Dental Trainees as Reflected in Their Anatomy Course

Adamu¹,

Yusuf²,

Taura³

2018

J Contemp Med Edu

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Aim and Objective:The aim of this study was to compare Medical and Dental students' performance in multiple-choice questions (MCQs) and short answer questions (SAQs) in the pre-clinical Anatomy examinations. The study also seeks to determine the interaction between the students' examination final grade in Anatomy course with the exam formats (MCQs vs. SAQs) and level of study. Materials and Methods:The study is retrospective type in which the data were collected from examination records in the Department of Anatomy, Faculty of Basic Medical Sciences, College of Health Science, Bayero University Kano. A total of 551 students' records were used, this population comprised of second and third year Medical and Dental students for two academic sessions. Results: The mood's median test showed differences in the median scores across different level of the study, program and academic session. It was observed that more students had scores greater than the median in the SAQs scores. In MCQs scores despite higher number of students with scores greater than median, more students had scores greater than median in SAQs components of the examination Final examination scores correlate higher with essay scores compared to its relationship with MCQs score in year 2. A statistically significant interaction among examination format and year of the study and grades was also observed. Conclusion: In conclusion, medical and dental students performance in MCQs and short answer essay questions depends on the student's year of the study. It was suggested that the examination format and students' year of study may influence the final examination grade in Anatomy course. ARTICLE HISTORY

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Section: Discussioncontrasting

confidence: 99%

Differences in Multiple Choice and Short Answer Questions Performance Among Medical and Dental Trainees as Reflected in Their Anatomy Course

Adamu¹,

Yusuf²,

Taura³

2018

J Contemp Med Edu

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“…However, the assessment of learning is often one of the more difficult and time-consuming aspects of education. 1 The performance assessment communicates the students what material is important, motivate the students to study, identify areas of deficiency and the need for further learning. It also identifies areas, where the course or curriculum is weak, and it facilitates modification of the syllabus or curriculum and help in guidance and counselling.…”

Section: Introductionmentioning

confidence: 99%

A retrospective comparative study of multiple choice questions versus short answer questions as assessment tool in evaluating the performance of the students in medical pharmacology

Walke

Kamat

Bhounsule

2014

Int J Basic Clin Pharmacol

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INTRODUCTIONAssessment is a powerful driver of innovative changes in education and defines goals for learners and teachers. Assessment is said to drive student learning and define curriculum. However, the assessment of learning is often one of the more difficult and time-consuming aspects of education.1 The performance assessment communicates the students what material is important, motivate the students to study, identify areas of deficiency and the need for further learning. It also identifies areas, where the course or curriculum is weak, and it facilitates modification of the syllabus or curriculum and help in guidance and counselling.2 Success in education, in turn, is largely measured by performance on examinations. If students know that that their success on the examination rests entirely on rote recall of facts, they will adopt a learning style that relies purely on memorization. On the other hand, if students are required to integrate, interpret and apply information they will adopt a strategic learning style in order to drive the highest degree of success. Multiple choice questions (MCQs) are a common type of assessment due to their reliability, validity and ease of scoring. 4MCQs offer advantage of being more versatile in measuring rote memory to more complex knowledge. Large amount of information can be measured in a short time. Scoring is objective and can be reliably completed. With 3-5 options, the effects of guessing can be reduced.Another common type of assessment is short or long essay type questions. This format allows students more flexibility in their response and reflects their individuality of approach in which interpretative skills can be evaluated. 5 ABSTRACT Background:The aim was to assess the effectiveness of multiple choice versus short answer questions (SAQs) as assessment tools for evaluating performance of 2 nd MBBS students. Methods:The study was observational, retrospective study of written pen and paper type assessment that utilized a sample of 100 2 nd 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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“…9 Our data showed that objective type of examinations results in to greater scoring over conventional type of method in theory and practical. In previous studies 10,11 authors observed that the score obtained in MCQs was similar to the score of SEQs and concluded that the students who performed well in the essay were also likely to do well in the MCQs. In contrast, the observations of our study are strengthened by a study 12 in which it was stated that MCQs scores higher compared with long essay questions.…”

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confidence: 75%

Comparison of performance in physiology subject assessed by short essay type questions and multiple choice questions of first year medical students

et al. 2017

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A B S T R A C TBackground: Assessment and evaluation in the curriculum of medical education plays an important role to enhance the learning ability of medical students and should provide the level of actual performance as well as the capacity to improve overall performance. Aims and Objectives: In the present study, the performance of medical students in Physiology was assessed by conventional type short essay questions (SEQ) and multiple choice questions (MCQ). Materials and Methods: This prospective (observational) study was conducted in the subject of Physiology, A total of 380 samples were taken from students enrolled for the 1st year medical curriculum in year 2013 to 2015. The subjects were divided in two groups: subjects of this group-I was assessed with two theory papers consist of short essay question (SEQ), practical exam without OSPE. The subjects of group-II were assessed their theory part only by MCQs and maximum part of practical exam by objective structured practical examination (OSPE). Results: The theory performance was significantly higher (p<0.05) in group-II students assessed by totally MCQ based two system tests and one terminal exams as compared to conventional type (SEQ). While the marks obtained in practical was assesses by six lab leaving tests, one terminal practical exam (OSPE) was also significantly high (p<0.005) as compared to group-I. Our data showed that the performance of two problem solving tests (one long clinical case) and grant viva (oral) was significantly less in group-II (Table 1). Conclusion: The objectivity of questions prefers over short essay questions by students as they scores well in theory as well as in practical exams, while they poorly performed in clinical exam (the assessment of higher cognitive functions). The objectivity may eliminate the subjective difference in conventional type of evaluation.

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A comparison of student performance in multiple-choice and long essay questions in the MBBS stage I physiology examination at the University of the West Indies (Mona Campus)

Cited by 34 publications

References 14 publications

Differences in Multiple Choice and Short Answer Questions Performance Among Medical and Dental Trainees as Reflected in Their Anatomy Course

Differences in Multiple Choice and Short Answer Questions Performance Among Medical and Dental Trainees as Reflected in Their Anatomy Course

A retrospective comparative study of multiple choice questions versus short answer questions as assessment tool in evaluating the performance of the students in medical pharmacology

Comparison of performance in physiology subject assessed by short essay type questions and multiple choice questions of first year medical students

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