Jose Marcos Felix¹
1 Universidad Anahuac 

Different types of questions that tell us how much the student knows, interprets. False and true questions, multiple choice, to rank, among others. Adding some images of patients or their laboratory or radiological results to clinical vignettes is a big step forward, but more can be done. (Preston 2019, Tabish 2008) 

The diversification of the way of presenting the reagents (items) of theoretical subjects with clinical content allows the student not only to be more interested in his own exam but also to recognize that there are ways to get closer to the clinical context that he will face in years to come. 

In theoretical examination of clinical content in a subject for 2nd year medical students, we used 30 to 40-second video-based format reagents that contextualizes a clinical or hospital situation accompanied by laboratory or clinical image. These types of reagents were mixed with usual reagents (with only text or with text plus images). After the test, a questionnaire based on a Likert scale was applied. 

Of the 84 students surveyed, 91.7% of them had not seen a video format in reagents of their previously. 86.9% of them liked it. 76.2% of them consider this mix much more understandable or more understandable. 90.4% of the students consider that the video question format places them in an environment closer to a clinic situation and 84.5% of the students consider that it greatly or somewhat facilitates the understanding of what is being questioned. And in general mixing question formats with text, text with image and video improves the evaluation experience in up to 88.1% of the participants. 

The mixture of reagents in theoretical questions trying to contextualize the clinical aspects tries to make an "opzonization" of the assessment and makes the student's evaluation "more digestible". Its acceptance is high among students. 

References (maximum three) 

Preston R, et al (2019): Exploring the Impact of Assessment on Medical Students’ Learning, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2019.1614145. 

Tabish SA. (2008) Assessment methods in medical education. Int J Health Sci (Qassim). Jul;2(2):3-7. PMID: 21475483; PMCID: PMC3068728.