Comment on: creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study
| Autor: | Karri L. Grob, Seetha U. Monrad, Michael A. Lourie, Josh Kurtz, Elizabeth E Holman |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Adult
Male Educational measurement Medicine (General) Students Medical 020205 medical informatics Writing media_common.quotation_subject MEDLINE 02 engineering and technology Likert scale Education Young Adult 03 medical and health sciences 0302 clinical medicine R5-920 Perception active learning Quantitative research 0202 electrical engineering electronic engineering information engineering Humans 030212 general & internal medicine Letter to the Editor Qualitative Research Multiple choice media_common lcsh:LC8-6691 lcsh:R5-920 Medical education lcsh:Special aspects of education LC8-6691 General Medicine Problem-Based Learning quantitative research methods curriculum development/evaluation Focus group Special aspects of education Problem-based learning Active learning Female Educational Measurement Qualitative research methods multiple-choice questions lcsh:Medicine (General) Psychology Qualitative research Research Article |
| Zdroj: | Medical Education Online, Vol 25, Iss 1 (2020) Medical Education Medical Education Online, Vol 24, Iss 1 (2019) |
| ISSN: | 1087-2981 |
| Popis: | Background: Teaching students how to create assessments, such as those involving multiple-choice questions (MCQs), has the potential to be a useful active learning strategy. In order to optimize students’ learning, it is essential to understand how they engage with such activities. Objective: To explore medical students’ perceptions of how completing rigorous MCQ training and subsequently writing MCQs affects their learning. Design: In this mixed methods exploratory qualitative study, eighteen second-year medical students, trained in MCQ-writing best practices, collaboratively generated a question bank. Subsequently, the authors conducted focus groups with eight students to probe impressions of the process and the effect on learning. Responses partially informed a survey consisting of open-ended and Likert rating scale questions that the remaining ten students completed. Focus group and survey data from the eighteen participants were iteratively coded and categorized into themes related to perceptions of training and of collaborative MCQ writing. Results: Medical students felt that training in MCQ construction affected their appreciation for MCQ examinations and their test-taking strategy. They perceived that writing MCQs required more problem-solving and content-integration compared to their preferred study strategies. Specifically, generating plausible distractors required the most critical reasoning to make subtle distinctions between diagnoses and treatments. Additionally, collaborating with other students was beneficial in providing exposure to different learning and question-writing approaches. Conclusions: Completing MCQ-writing training increases appreciation for MCQ assessments. Writing MCQs requires medical students to make conceptual connections, distinguish between diagnostic and therapeutic options, and learn from colleagues, but requires extensive time and knowledge base. |
| Databáze: | OpenAIRE |
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