Applying blooms taxonomy in framing MCQs: An innovative method for formative assessment in medical students

Kadiyala, Silpa; Gavini, Siva; Kumar, Dewesh; Kiranmayi, VS; Rao, Pragna

doi:10.4103/2277-8632.208010

Cited by 9 publications

(7 citation statements)

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“…The quality of MCQs set was analyzed using Bloom's taxonomy and classified according to its cognitive domains for questions which test knowledge, comprehension, application, analysis, synthesis and evaluation. 13 Of the good questions set by the students, 62.5% were testing knowledge, as students were only recalling the…”

Section: Discussionmentioning

confidence: 99%

<p>Use of Student-Generated Multiple Choice Questions to Enhance Team-Based Learning of Anatomy at the University of Rwanda</p>

Sibomana¹,

Karenzi²,

Niyongombwa³

et al. 2020

AMEP

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Introduction Teaching of human anatomy has undergone significant changes in the past three decades. At the University of Rwanda, anatomy is being taught using team-based learning (TBL). While student-generated multiple choice questions (MCQs) stimulate deeper thinking on a given topic, their impact on anatomy learning is not known. This study aimed to find out the impact of student-generated MCQs on the current anatomy teaching method at the University of Rwanda. Methods In this comparative interventional study, two similar chapters on anatomy were selected; one was taught using TBL while for the other one, in addition to TBL, students were encouraged to set MCQs while studying. Pre- and post-test scores were analyzed using SPSS 23 and the Student’s t -test was used to compare the mean scores obtained. Results Thirty-one medical students were recruited. Pre-test mean scores were 25.10 and 25.19 out of 50 for chapters 1 and 2, respectively. Although the students’ post-test scores improved after teaching for each chapter, the improvement was much greater for chapter 2 than for chapter 1, with mean scores of 39.97 and 32.45 out of 50, respectively ( P <0.05). Despite such improvement, almost half of the students found that setting MCQs was not easy. Conclusion This study found that student-generated MCQs can be used as a simple and cost-effective tool to enhance TBL of anatomy.

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Section: Discussionmentioning

confidence: 99%

<p>Use of Student-Generated Multiple Choice Questions to Enhance Team-Based Learning of Anatomy at the University of Rwanda</p>

Sibomana¹,

Karenzi²,

Niyongombwa³

et al. 2020

AMEP

View full text Add to dashboard Cite

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“…To reduce the subjectivity in the evaluation of test items, we used the preformed structured checklists (9,12) for framing MCQs. They were disbursed among all participating faculty as lecture handouts to test the quality of MCQ items after the intervention.…”

Section: Methodsmentioning

confidence: 99%

“…100 MCQs of the set I formed pretest MCQs and 100 MCQs of the set II formed posttest MCQs. The specialists used structured checklists as designed by previous authors (12) to review the quality of MCQ items before and after FDP to assess the test items. The checklist consisted of 21 markers for assessing MCQ scores.…”

Section: Methodsmentioning

confidence: 99%

“…Multiple choice questions can also test all domains of learning (11). Recently, considerable innovative revisions have occurred in undergraduate and postgraduate medical education in the form of development of Objective Structured Practical examination (OSPE) or Objective Structured Clinical examination (OSCE) (3,12). These revised curricula focus on Millar's conceptual framework of medical competence.…”

Section: Introductionmentioning

confidence: 99%

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Impact Measurement on Medical Faculty for Adhering to Appropriate Guidelines in Framing Effective Multiple-Choice Questions for Item Analysis

Kundu¹,

Ughade

Sherke³

et al. 2020

J Med Edu

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Background: Multiple-choice questions (MCQs) are the most frequently accepted tool for the evaluation of comprehension, knowledge, and application among medical students. In single best response MCQs (items), a high order of cognition of students can be assessed. It is essential to develop valid and reliable MCQs, as flawed items will interfere with the unbiased assessment. The present paper gives an attempt to discuss the art of framing well-structured items taking kind help from the provided references. This article puts forth a practice for committed medical educators to uplift the skill of forming quality MCQs by enhanced Faculty Development programs (FDPs). Objectives: The objective of the study is also to test the quality of MCQs by item analysis. Methods: In this study, 100 MCQs of set I or set II were distributed to 200 MBBS students of Late Shri Lakhiram Agrawal Memorial Govt. Medical College Raigarh (CG) for item analysis for quality MCQs. Set I and Set II were MCQs which were formed by 60 medical faculty before and after FDP, respectively. All MCQs had a single stem with three wrong and one correct answers. The data were entered in Microsoft excel 2016 software to analyze. The difficulty index (Dif I), discrimination index (DI), and distractor efficiency (DE) were the item analysis parameters used to evaluate the impact on adhering to the guidelines for framing MCQs. Results: The mean calculated difficulty index, discrimination index, and distractor efficiency were 56.54%, 0.26, and 89.93%, respectively. Among 100 items, 14 items were of higher difficulty level (DIF I < 30%), 70 were of moderate category, and 16 items were of easy level (DIF I > 60%). A total of 10 items had very good DI (0.40), 32 had recommended values (0.30 - 0.39), and 25 were acceptable with changes (0.20 - 0.29). Of the 100 MCQs, there were 27 MCQs with DE of 66.66% and 11 MCQs with DE of 33.33%. Conclusions: In this study, higher cognitive-domain MCQs increased after training, recurrent-type MCQ decreased, and MCQ with item writing flaws reduced, therefore making our results much more statistically significant. We had nine MCQs that satisfied all the criteria of item analysis.

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“…Multiple-choice question (MCQ) is a validated educational tool for both formative and summative assessment because of its objective output, simplicity of utilization, and informative feedback to exam-takers and teachers [2][3][4][5][6]. For formative MCQ, immediate feed-back to exam-takers promotes reflexion and further learning (catalytic effect).…”

Section: Introductionmentioning

confidence: 99%

Inclusion of MCQs written by radiology residents in their annual evaluation: innovative method to enhance resident’s empowerment?

Amini

Michoux

Warnier³

et al. 2020

Insights Imaging

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Aim: We hypothesized that multiple-choice questions written by radiology residents (MCQ resident) for their weekly case presentations during radiology staff meetings could be used along with multiple-choice questions written by radiology teachers (MCQ teacher) for their annual evaluation. The current prospective study aimed at determining the educational characteristics of MCQ resident and at comparing them with those of MCQ teacher. Methods: Fifty-one radiology residents of the first to the fifth year of training took the 2017 exam that contained 58 MCQ resident and 63 of MCQ teacher. The difficulty index, the discrimination power, and the distractor's quality were calculated in the two series of MCQs and were compared by using Student t test. Two radiologists classified each MCQ according to Bloom's taxonomy and frequencies of required skills of both MCQ series were compared. Results: The mean ± SD difficulty index of MCQ resident was statistically significantly higher than that of MCQ teacher (0.81 ± 0.1 vs 0.64 ± 0.2; p < 0.0001). The mean ± SD discrimination index of MCQ resident was statistically significantly higher than that of MCQ teacher (0.34 ± 0.2 vs 0.23 ± 0.2; p = 0.0007). The mean number of nonfunctional distractors per MCQ resident was statistically significantly higher than that per MCQ teacher (1.36 ± 0.9 vs 0.86 ± 0.9; p = 0.0031). MCQ resident required recalling skills more frequently than MCQ teacher which required more advanced skills to obtain a correct answer. Conclusions: Educational characteristics of MCQ resident differ from those of MCQ teacher. This study highlights the characteristics to optimize the writing of MCQs by radiology residents.

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Applying blooms taxonomy in framing MCQs: An innovative method for formative assessment in medical students

Cited by 9 publications

References 0 publications

<p>Use of Student-Generated Multiple Choice Questions to Enhance Team-Based Learning of Anatomy at the University of Rwanda</p>

<p>Use of Student-Generated Multiple Choice Questions to Enhance Team-Based Learning of Anatomy at the University of Rwanda</p>

Impact Measurement on Medical Faculty for Adhering to Appropriate Guidelines in Framing Effective Multiple-Choice Questions for Item Analysis

Inclusion of MCQs written by radiology residents in their annual evaluation: innovative method to enhance resident’s empowerment?

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