Are Multiple Choice Questions for Post Graduate Dental Entrance Examinations Spot On?-Item Analysis of MCQs in Prosthodontics in India

Shigli, Kamal; Nayak, Sushma S; Gali, Sivaranjani; Sankeshwari, Banashree; Fulari, Deepti; Kishore, Kunal; Upadhya, P. Nagaraja; Jirge, Vasanti

doi:10.1016/j.jnma.2017.11.001

Cited by 6 publications

(10 citation statements)

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“…From a psychometric viewpoint, the MCQs and bellringer examinations administered to all three cohorts of students had acceptable point biserial values which are a reflection of the validity (Pelaccia & Viau, 2017; Wells & Cartwright‐Hatton, 2004) and reliability (Noller, Mai, Zapanta, & Camacho, 2017; Shigli et al, 2011) of the individual examinations. The KR‐20 values of the MCQs were also high, indicating the likelihood of obtaining similar results if the examination was readministered to another group of similar students (Khafagy, Ahmed, & Saad, 2016; Powis, 2015).…”

Section: Methodsmentioning

confidence: 93%

“…It is speculated that since success in the MCQ examination is dependent on material that is delivered through lectures (Decoteau et al, 2018) and presented in textbooks (Lazaridou et al, 2017), it does not require extensive visual or spatial abilities. Further, MCQ examinations have been criticized due to their greater reliance on factual information (Shaibah & van der Vleuten, 2013; Shigli et al, 2011), propensity to reward partial knowledge and guessing strategies. Therefore, it is possible that the beneficial effects of training in drawing could have been undermined by the inconsistency of MCQs in testing the capacity of students to manipulate relational (Prithishkumar & Michael, 2014) or elaborate (Sankey et al, 2011) concepts.…”

Section: Discussionmentioning

confidence: 99%

Section: The Position Of Anatomy In Occupational Therapy Educationmentioning

confidence: 99%

“…There is a paucity of information on the learning behavior of occupational therapy students enrolled in an anatomy course. Available studies that have examined learning styles have primarily focused on medical (Kharb et al, 2013; Peyman et al, 2014), dental (Al‐Saud, 2013; el Tantawi, 2009; Shigli et al, 2011), and nursing (Roso‐Bas, Pades Jiménez, & García‐Buades, 2016; Vizeshfar & Torabizadeh, 2018) students. Since this study was carried out in occupational therapy students, it is necessary to provide a brief overview of the position and role of anatomy in the occupational therapy curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

Chaudhuri

2020

Clinical Anatomy

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The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.

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Section: Methodsmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: The Position Of Anatomy In Occupational Therapy Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

Chaudhuri

2020

Clinical Anatomy

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“…MCQs are using widely in universities and entrance examinations. [ 31 32 ] They have many pros and cons; but, if they are not designed well, barley considered as a suitable tools for deep knowledge assessment. [ 33 ] On the other hand, some studies revealed are a suitable assessment for in-depth learning, if they are designed properly.…”

Section: Discussionmentioning

confidence: 99%

Eliciting preferences of professors and medical group students for evaluation methods of theoretical courses

Karyan

Rezaei

Etesami

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: Evaluation has become an inseparable part of education process which gives feedback to students and professors to improve education quality. This study aimed to elicit preferences of professors and students about attributes of evaluation methods in theoretical courses in Kermanshah University of Medical Sciences, Iran, in 2018. MATERIALS AND METHODS: Discrete choice experiment (DCE) method used for eliciting preferences of participants of the study. A narrative literature review and interview with eight professors and ten students conducted to determine attributes and levels of evaluation methods in the university. Furthermore, experimental design used for making final choice sets of the evaluation methods. We included 213 students and 30 professors in the study. Conditional logistic regression model performed to data analysis. RESULTS: Most of the professors (36.67%) preferred to allocate up to 30% of evolution scores to midterm examination. However, the most percentage of students (30.45%) were agree to include midterm examination up to 15% of total scores. The majority of students prefer to examination questions compromise just presented materials, while 70% of professors prefer to include additional texts for evaluation examinations. In case of quiz examination, professors in comparison with students prefer that quiz should have higher proportion of total scores. DCE analysis indicated that professors and students preferred a mix of questions in examinations. In addition, additional resources beyond what is taught in class made utility for professors and disutility for students. Quiz, also, increased the utility of an evaluation package in professors. CONCLUSION: The findings showed that there is a gap between preferences of professors and students regarding some attributes of evaluation methods such as student's discipline, examination materials, and quiz. Further studies are needed to examining other attributes of evaluation methods in theatrical and practical courses in Iran and other contexts.

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An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students

Chaudhuri

2021

Anatomical Sciences Ed

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The study of human anatomy holds a pivotal position in the training of all healthcare students (Dissabandara et al., 2015;Heinen et al., 2017;Chang et al., 2018). In this context, human cadaveric dissection is an indispensable teaching tool that offers the unique opportunity for the elucidation of the complex structure of the human body. It also encourages an appreciation of the inevitable anatomical variations of the human body (Andall et al., 2016;Kunanitthaworn et al., 2018;Selcuk et al., 2019). Furthermore, cadaveric dissection has also been reported to improve dexterity and skills in peer collab-

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Are Multiple Choice Questions for Post Graduate Dental Entrance Examinations Spot On?-Item Analysis of MCQs in Prosthodontics in India

Cited by 6 publications

References 6 publications

Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

Eliciting preferences of professors and medical group students for evaluation methods of theoretical courses

An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students

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