Single Best Answer Questions as a Teaching Tool in Medical Education: An International Mixed-Method Comparative Evaluation.
| Autor: | Zegugu M; Internal Medicine, Swansea University Health Board, Swansea, GBR., Chatoo SA; Internal Medicine, Royal Free London NHS Trust, London, GBR., Choudhry A; Internal Medicine, Oxford University Hospitals NHS Foundation Trust, Oxford, GBR., Metezai H; Internal Medicine, Luton and Dunstable NHS Trust, Bedfordshire, GBR., Usman D; Internal Medicine, Cardiff and Vale University Health Board, Cardiff, GBR., Kamal M; Internal Medicine, Sandwell and West Birmingham NHS Trust, Birmingham, GBR., El Badawey A; Internal Medicine, University Hospitals Birmingham NHS Foundation Trust, Birmingham, GBR. |
|---|---|
| Jazyk: | angličtina |
| Zdroj: | Cureus [Cureus] 2024 Sep 19; Vol. 16 (9), pp. e69745. Date of Electronic Publication: 2024 Sep 19 (Print Publication: 2024). |
| DOI: | 10.7759/cureus.69745 |
| Abstrakt: | Introduction Single Best Answer questions are an established assessment format in medical education, however, their use as a teaching tool is underexplored in the literature. We aimed to assess the effectiveness and impact of implementing Single Best Answer (SBA) questions into lecture teaching, compared to standard lectures. Methods This evaluation utilised a mixed-method retrospective approach, combining quantitative and qualitative analysis of routine teaching feedback. Over a 2-year period, 10 standard teaching sessions were initially conducted, followed by the development of 43 SBA teaching sessions aimed at improving teaching delivery. Students completed anonymised questionnaires voluntarily after each teaching session (n=3,814 in teaching with SBAs; n=868 in teaching without SBAs). Quantitative data was compared using Welch's t-test. Statistical analysis was completed using the SPSS version 26.0 software (IBM Corp., Armonk, USA), with p < 0.05 considered statistically significant. Results The mean perceived confidence increase in topics before and after teaching was significantly higher with the SBA lecture compared to the standard lecture teaching group (1.32 ± 0.14, 1.07 ± 0.12 respectively; p < 0.001). Engagement levels were significantly higher in the SBA lecture compared to the standard lecture group (4.55 ± 0.12, 4.21 ± 0.15 respectively; p < 0.001). Qualitative data supported these results. Conclusion Single Best Answer question use significantly improved student perceived learning outcomes and engagement, indicating its higher efficacy as a teaching tool in our educational programme. This evaluation highlights the potential use of SBA questions to enhance learning in medical education, further studies and testing methods are required to support its wider generalisability. Competing Interests: Human subjects: Consent was obtained or waived by all participants in this study. Swansea University Joint Study Review Committee issued approval NA. The Swansea University Joint Study Review Committee (JSRC) reviewed and approved this project classifying it as a ‘non-research’ evaluation, thus not requiring R&D and NHS REC approval. GDPR notices were flagged to survey participants. Routinely collected feedback was anonymous and voluntary with participants having informed consent prior to project commencement. UK NHS best practice guidelines in ethics and governance were followed. . Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work. (Copyright © 2024, Zegugu et al.) |
| Databáze: | MEDLINE |
| Externí odkaz: |
|