Evidence‐based decision about test scoring rules in clinical anatomy multiple‐choice examinations

Severo, Mílton; Gaio, Rita; Povo, Ana; Silva-Pereira, Fernanda; Ferreira, Maria Amélia

doi:10.1002/ase.1478

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…MCQs have many merits and can produce meaningful assessment of knowledge, though their validity can suffer for many reasons (Vahalia et al, ; Downing, ). Severo et al () found a significant effect on the calculation of student marks when a formula scoring method instead of a number scoring method was used. They conclude that use of the formula scoring method rewards students who have partial knowledge, as opposed to those who have partial misinformation.…”

Section: Discussionmentioning

confidence: 99%

Assessment of anatomical knowledge: Approaches taken by higher education institutions

Choudhury

Freemont

2017

Clinical Anatomy

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Assessment serves the primary function of determining a student's competence in a subject. Several different assessment formats are available for assessing anatomical skills, knowledge and understanding and, as assessment can drive learning, a careful selection of assessments can help to engender the correct deep learning facility required of the safe clinical practitioner. The aim of this review was to survey the published literature to see whether higher education institutions are taking an andragogical approach to assessment. Five databases (EMBASE, ERIC, Medline, PubMed, and Web of Knowledge) were searched using standardized search terms with two limits applied (English language, and 2000 to the present). Among the 2,094 papers found, 32 were deemed suitable for this review. Current literature on assessment can be categorized into the following themes: assessment driven learning, types of assessments, frequency of assessments, and use of images in assessments. The consensus is to use a variety of methods, written and practical, to assess anatomical knowledge and skill in different domains. Institutions aim for different levels of Bloom's taxonomy for students at similar stages of their medical degree. Formative assessments are used widely, in differing formats, with mostly good effects on the final examination grade. In conclusion, a wide variety of assessments, each aimed at a different level of Bloom's taxonomy, are used by different institutions. Clin. Anat. 30:290-299, 2017. © 2017 Wiley Periodicals, Inc.

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Section: Discussionmentioning

confidence: 99%

Assessment of anatomical knowledge: Approaches taken by higher education institutions

Choudhury

Freemont

2017

Clinical Anatomy

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“…The above arguments provide a strong rationale for incorporating EBA into anatomy education. Medical education curricula in many countries have either incorporated EBA into their anatomy education programs or are in the process of doing so (Severo et al, 2015). Nevertheless, there are countries/regions in which EBA is still viewed through the prism of clinical practice and anatomy education continues as a non-evidence-based exercise (Kumar & Singh, 2020).…”

Section: Interpretation Of Evidence-based Anatomy In the Present Daymentioning

confidence: 99%

Focus on evidence‐based anatomy in contemporary anatomy education: Arguments in favor of a pragmatic approach

Ghosh

2023

Clinical Anatomy

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The concept of evidence‐based anatomy (EBA) emerged in 2014 and has become a significant element in contemporary anatomy education. The evolving fabric of the medical education curriculum has necessitated critical changes in practice. EBA enables these changes to be incorporated seamlessly and implemented congruently into anatomy education programs. However, in parallel, non‐evidence‐based (classical) knowledge that has been built up through centuries of anatomical practice continues to be the core element of anatomy education in some countries/regions. Its inherent limitations hinder integration with clinical practice, leading to a rise in misadventures in the clinical setting. This viewpoint commentary highlights the strengths of EBA vis‐à‐vis the related attributes of classical anatomy. Appropriate arguments show that EBA helps to reduce cognitive load and enables knowledge to be delivered through innovative education tools. EBA also helps to create an inclusive learning environment in a technology‐driven era. Moreover, empowered by robust resources, it is driving the pertinent amalgamation of anatomy knowledge with clinical practice. This viewpoint article endorses the adoption of EBA in contemporary anatomy education on the basis of its potential for shaping future anatomical practice.

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The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school

Leite-Mendes,

Delgado,

Ferreira

et al. 2024

Adv in Health Sci Educ

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Given the high prevalence of multiple-choice examinations with formula scoring in medical training, several studies have tried to identify other factors in addition to the degree of knowledge of students which influence their response patterns. This study aims to measure the effect of students’ attitude towards risk and ambiguity on their number of correct, wrong, and blank answers. In October 2018, 233 3rd year medical students from the Faculty of Medicine of the University of Porto, in Porto, Portugal, completed a questionnaire which assessed the student’s attitudes towards risk and ambiguity, and aversion to ambiguity in medicine. Simple and multiple regression models and the respective regression coefficients were used to measure the association between the students’ attitudes, and their answers in two examinations that they had taken in June 2018. Having an intermediate level of ambiguity aversion in medicine (as opposed to a very high or low level) was associated with a significant increase in the number of correct answers and decrease in the number of blank answers in the first examination. In the second examination, high levels of ambiguity aversion in medicine were associated with a decrease in the number of wrong answers. Attitude towards risk, tolerance for ambiguity, and gender did not show significant association with the number of correct, wrong, and blank answers for either examination. Students’ ambiguity aversion in medicine is correlated with their performance in multiple-choice examinations with negative marking. Therefore, it is suggested the planning and implementation of counselling sessions with medical students regarding the possible impact of ambiguity aversion on their performance in multiple-choice questions with negative marking.

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Evidence‐based decision about test scoring rules in clinical anatomy multiple‐choice examinations

Cited by 3 publications

References 15 publications

Assessment of anatomical knowledge: Approaches taken by higher education institutions

Assessment of anatomical knowledge: Approaches taken by higher education institutions

Focus on evidence‐based anatomy in contemporary anatomy education: Arguments in favor of a pragmatic approach

The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school

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