How to assess? Perceptions and preferences of undergraduate medical students concerning traditional assessment methods

Abstract

Background Medical students’ perception of traditional assessments have an important impact on their approaches to learning. Even though these assessment formats such as Multiple-Choice Question (MCQ), Short Answer Question (SAQ) or oral examinations, are frequently used in medical curricula, only little is known about student’s perceptions of these assessments. The objective of this study was to assess perceptions and preferences of undergraduate medical students concerning traditional assessment formats. Methods The study was conducted at the Medical University of Vienna. Attitudes of 2nd year undergraduate medical students towards traditional assessment formats, and their relation to students’ learning, and students’ attitude towards objectivity, was inquired using a self-developed questionnaire. Results 459 students participated in this study. MCQs examinations were the most preferred assessment format and were chosen as the most objective format. Most students agreed that oral examinations are more appropriate for achieving long-term knowledge. Female students showed higher preference for oral examinations than male students. Students would prefer an assessment mix of 41.8% MCQs, 24.0% oral examinations, and 9.5% SAQs, if they were free to choose the assessment tools. Conclusion Students prefer MCQ format over SAQs/oral examinations. Students’ subjective perception of the importance of gaining long-term knowledge through an assessment has no influence on their assessment preference.

Attitude Towards and Adoption of the Novel Learning Environment Among Undergraduate Medical Students During COVID-19

“…Particularly, study courses with extensive practical and interactive components such as medical education faced major challenges to protect students, faculty and patients, and flatten the curve by social distancing while ensuring the educational mission at the same time. Undergraduate medical education usually applies many different formats in teaching (i.a., bedside-teaching, laboratory courses, practical training) and in assessment (i.a., Multiple-Choice-Questions, Objective Structured Clinical Examinations, mini-clinical evaluation exercise) (Holzinger et al, 2020;Vanderbilt et al, 2013). In response to COVID-19, many medical schools worldwide shut down undergraduate medical education and converted most of their teaching to digital formats (Rose, 2020).…”

Mixed Assessment Method for Distant Learning: Challenges and Future Works

“…This student's mix assessment format preference was also shown in the previous study. [15] The corona virus pandemic has introduced novel methods of delivering education to medical students. Lectures have rapidly been developed to be delivered online as webinars using various platforms such as Zoom, with such technologically enhanced approaches already being proven to have high levels of engagement with medical students.…”

“…Moving forward, we should be well prepared and include oral examination in a schedule. Since previous research findings showed that the assessment format will have a considerable influence on student's approaches to learning [15], we will consider announcing the schedule earlier at the beginning of the block. b) Difference perception in lecturer's scoring and Fraud Risk due to Items Leakage Cees van der Vleuten [18] stated that the utility of an assessment method depends on its reliability, validity, costs, educational impact, and its acceptability.…”

“…b) Difference perception in lecturer's scoring and Fraud Risk due to Items Leakage Cees van der Vleuten [18] stated that the utility of an assessment method depends on its reliability, validity, costs, educational impact, and its acceptability. As oral examinations could achieve long-term knowledge comparing to MCQ and SAQ (short answered questions), [15] it has been criticized due to low reliability, low validity, and examiners bias. [19], [20] Studies showed that most of the students prefer MCQ format to SAQs (Short answered questions) and oral examinations because MCQ seems easier to prepare for and easier to pass.…”

“…Oral examinations itself believed could invoke long-term retention of medical knowledge more than MCQs and SAQs (Short answered questions) and they are more preferred than SAQ format. [15] Moving forward, to minimize the lecturer's bias in the oral examination, each of the questions should be equipped with an assessment rubric or maximal score. More scenarios with items are implemented according to the schedule to reduce items leakage will be considered.…”