Multiple-Choice versus Open-Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types

Autor/inn/en	Merzougui, Wassim H.; Myers, Matthew A.; Hall, Samuel; Elmansouri, Ahmad; Parker, Rob; Robson, Alistair D.; Kurn, Octavia; Parrott, Rachel; Geoghegan, Kate; Harrison, Charlotte H.; Anbu, Deepika; Dean, Oliver; Border, Scott
Titel	Multiple-Choice versus Open-Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types
Quelle	In: Anatomical Sciences Education, 14 (2021) 3, S.296-305 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Merzougui, Wassim H.) ORCID (Dean, Oliver) ORCID (Border, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2053
Schlagwörter	Multiple Choice Tests; Test Format; Medical Students; Foreign Countries; Anatomy; Test Items; Medical Education; Neurology; Undergraduate Students; Student Evaluation; Difficulty Level; United Kingdom (England) + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testentwicklung; Ausland; Anatomie; Test content; Testaufgabe; Medizinische Ausbildung; Neurologie; Schulnote; Studentische Bewertung; Schwierigkeitsgrad
Abstract	Methods of assessment in anatomy vary across medical schools in the United Kingdom (UK) and beyond; common methods include written, spotter, and oral assessment. However, there is limited research evaluating these methods in regards to student performance and perception. The National Undergraduate Neuroanatomy Competition (NUNC) is held annually for medical students throughout the UK. Prior to 2017, the competition asked open-ended questions (OEQ) in the anatomy spotter examination, and in subsequent years also asked single best answer (SBA) questions. The aim of this study is to assess medical students' performance on, and perception of, SBA and OEQ methods of assessment in a spotter style anatomy examination. Student examination performance was compared between OEQ (2013-2016) and SBA (2017-2020) for overall score and each neuroanatomical subtopic. Additionally, a questionnaire explored students' perceptions of SBAs. A total of 631 students attended the NUNC in the studied period. The average mark was significantly higher in SBAs compared to OEQs (60.6% vs. 43.1%, P < 0.0001)--this was true for all neuroanatomical subtopics except the cerebellum. Students felt that they performed better on SBA than OEQs, and diencephalon was felt to be the most difficult neuroanatomical subtopic (n = 38, 34.8%). Students perceived SBA questions to be easier than OEQs and performed significantly better on them in a neuroanatomical spotter examination. Further work is needed to ascertain whether this result is replicable throughout anatomy education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01