Correlation of MCQ subtypes with grading of performance among undergraduate students in a preclinical discipline

Abstract

INTRODUCTIONIt is a well-known fact that methods of assessment drives learning and holds utmost important place in medical education. 1 Hence it is very important to use various assessment tools which can test the qualities of a medical student who are going to be professionals. Multiple choice questions (MCQs) based evaluation is one of the commonly used methods of formative assessment of medical students apart from structured short answer questions, long answer questions and practical examination. MCQs are reliable tools and suitable for use due to its obsectivized scoring and ease of administration. But, some even criticized MCQs with the claim that they cannot assess higher order learning and analytical skills. However, a properly constructed MCQ can assess not only cognitive but also affective, as well as psychomotor domain besides having other important features like, ABSTRACT Background: Multiple choice questions (MCQs) remain an important tool for objective assessment in medical students wherein different types of MCQs reflect students' performance towards various aspects of cognitive domain. Thus, all students may not perform with similar ability across all different types of MCQs. In this context, the current study aim to investigate whether performance of medical students in MCQ based assessment relates to the performance in different subtypes of MCQs in Physiology. Methods: Marks obtained in 65 MCQ during formative assessment by 145 first year MBBS students were segregated into four different types of standard MCQs attempted (i.e. Single Response-SRQ, Multiple Response-MRQ, ReasonAssertion-RAQ and Problem based-PBQ) while students were grouped into High, Medium and Low achievers (HA, MA and LA respectively) in relation to their total score. Results: Result showed highest scores in SRQ (69.00±11.6%, 57.34±11.12% and 40.11±13.03%) and PBQ (71.04±11.68%, 59.38±15.36% and 42.35±15.72%) but lowest in MRQ (49.16±11.58%, 41.39±12.42% and 30.78±14.10%) and RAQ (48.82±12.48%, 44.17±14.25% and 31.80±13.05%) for HA, MA and LA respectively with significant differences among all groups. However, total MCQ marks were significantly correlated with MRQ and PBQ for HA; with SRQ and MRQ for MA; and SRQ, MRQ and PBQ for LA. Conclusions: MRQ might have significant influence on the outcome of MCQ based assessment in differentiating between high and medium achievers, whereas both MRQ and PBQ shows potential to differentiate between high and low achieving students. This may be utilized for effective screening in summative assessments or progress of learning in formative assessment.

Gender difference in performance of undergraduate medical students for subjective and objective evaluation in physiology

“…high (>65%), middle (50% to 65%) and low score (<50%), on the basis of their total percent marks obtained in theory examination (LSQ+MCQ) and labeled them as high, medium and low achievers as reported by us earlier. 4 The minimum total marks obtained by the students were 31.33% and maximum was 76.25%.…”

“…single response, multiple response, reasonassertion & problem based questions on the grade of performance of medical students. 4 Studies have reported higher scores in long essay questions as compared to MCQ due to the fact of bias or more subjective marking schemes of different assessors compared with the more quantitative nature of MCQs. 8,9 However, in our format of examination, LSQ consisted of properly structured long and short questions which minimizes the subjective bias of correction by the examiners and may be the reason for obtaining better scores by the students.…”

“…single response, multiple response, reason-assertion and problem based questions wherein students get 30 minutes time (1.5 min/question) for attempting 20 MCQs with 0.5 marks for correct and zero marks for incorrect answer with no negative marking. 4 The course content of MCQ and LSQ covered the core curriculum of first year undergraduate medical physiology.…”

“…4,5 Balanced use of multiple tools of assessments are utilized to test various domains of learning as per Bloom's Taxonomy. 6,7 There are ABSTRACT Background: Several studies have indicated gender differences in performance of undergraduate students in medical curriculum mainly in the clinical specialties which requires different set of skills as compared to pre and paraclinical subjects.…”

“…2,3 Whereas, another most popular form of written assessment method is use of multiple choice questions (MCQs) which are considered to be both reliable and suitable due to its high objectivity and ease of administration. 4,5 Balanced use of multiple tools of assessments are utilized to test various domains of learning as per Bloom's Taxonomy. 6,7 There are However, such multiple formats of assessments are bound to cause variation in the performance of students with different level of academic ability.…”