A Case for Written Examinations in Undergraduate Medical Education: Experiences with Modified Essay Examinations

Autor/inn/en	Fortun, Jenny; Tempest, Helen
Titel	A Case for Written Examinations in Undergraduate Medical Education: Experiences with Modified Essay Examinations
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 7, S.926-939 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fortun, Jenny) ORCID (Tempest, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1714543
Schlagwörter	Medical Education; Medical Students; Essays; Student Evaluation; Evaluation Methods; Multiple Choice Tests; Performance; Student Satisfaction; College Faculty; Interdisciplinary Approach; Self Esteem; Grades (Scholastic); Feedback (Response); Florida + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Essay; Aufsatzunterricht; Schulnote; Studentische Bewertung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement; Leistung; Fakultät; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Self-esteem; Selbstaufmerksamkeit; Notenspiegel
Abstract	A modified essay is an open-ended question about clinical presentations, with the goal to test application of basic science principles to novel scenarios. Due to high reliability and validity, multiple-choice question (MCQ) examinations are more commonly used. We have employed a combination of MCQ and modified essay examinations in medical school. The correlation between MCQ and modified essay grades is positive but small, suggesting they may be testing different cognitive levels/skills. In this paper, we evaluate the impact of a non-graded mock modified essay on student's performance and satisfaction, and outline our best practices. We have found that it is important to involve faculty from multiple disciplines to construct robust cases, and to review examinations and rubrics. The mock modified essay resulted in higher performance and student satisfaction, and fewer students' comments related to subjectivity, frustration and anxiety. Yet, there was not an improvement in confidence. Moreover, there was no correlation between grades in the mock and graded modified essays, suggesting that the mock modified essay may not be useful to predict academic performance. Yet, the incorporation of a mock modified essay was useful to clarify expectations and provide guidance, potentially reducing the anxiety induced by an unfamiliar assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01