Presentation Description
Slavko Rogan1
Eefje Luijckx1, Annika Stampfler1, Caroline Aubry1, Antonia Hauswirth1, Evert Zinzen2, Prasath Jayakaran3 and Angela Blasimann1
1 Bern University of Applied Sciences, Department of Health Professions, Division of Physiotherapy
2 Vrije Universiteit Brussel, Faculty of Physical Education and Physiotherapy
3 University of Otago, School of Physiotherapy
Eefje Luijckx1, Annika Stampfler1, Caroline Aubry1, Antonia Hauswirth1, Evert Zinzen2, Prasath Jayakaran3 and Angela Blasimann1
1 Bern University of Applied Sciences, Department of Health Professions, Division of Physiotherapy
2 Vrije Universiteit Brussel, Faculty of Physical Education and Physiotherapy
3 University of Otago, School of Physiotherapy
Background:
In higher education, assessments play an important role to evaluate learning outcomes. Multiple choice question (MCQ) is a favored tool to evaluate factual knowledge.
Summary of work:
The focus of this systematic review was to provide an overview of current practice and recommendations on designing MCQs in health professional education.
Methods:
The PICo tool (P: Population, Problems; I: Intervention or Phenomena of Interest; Co: Context) was used to formulate a research question regarding criteria for MCQs. Potential articles were identified by a Boolean search on the PubMed database with "multiple choice question," "item analysis OR number of items," AND "students” as search terms. In addition, hand searches were completed on the reference list of the included studies. Studies with qualitative, quantitative, and mixed-method designs were included.
Results:
24 articles were included from which eight main categories were identified. The MCQs should 1) contain clinical vignettes (n=2), 2) avoid sources of error so-called “cues” (n=1), 3) be fair (e.g. avoidance of complex language or sentence structure, question should match the case vignette) (n=3), 4) prefer a 3-option MC item (1 option which includes the key, plus 2 distractors) (n=6), 5) include 30 MC questions or more (n=3), 6) be item-analyzed to improve validity and reliability (n=5), 7) be made available to students to improve learning outcomes (n=2) and 8) use the number-right test (n = 5).
Conclusion:
In education of medical doctors and health professionals, MCQs should contain clinical vignettes, omit cues, be fair regarding language, include 3-option items, have 30 MC questions or more, be item-analyzed and available for students. The number-right scoring should be used as the test score. The correct answers are given a positive score and the total of the points for correct answers results in the test score.
References (maximum three)
- Al-Wardy, N. M. (2010). Assessment methods in undergraduate medical education. Sultan Qaboos University Medical Journal, 10(2), 203.
- Palmer, E., & Devitt, P. (2006). Constructing multiple choice questions as a method for learning. Annals-academy of medicine Singapore, 35(9), 604.
- Stern, T. (2014) What is good action research? Reflections about quality criteria. In Action Research, Innovation and Change: International perspectives across disciplines (pp. 202-220). Routledge.