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Lunelle L Pienaar & Gregory Doyle Education Development Unit, Faculty of Health Sciences, University of Cape Town.

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Presentation on theme: "Lunelle L Pienaar & Gregory Doyle Education Development Unit, Faculty of Health Sciences, University of Cape Town."— Presentation transcript:

1 Lunelle L Pienaar & Gregory Doyle Education Development Unit, Faculty of Health Sciences, University of Cape Town

2 o Multiple choice format remain one method of assessment that is most commonly used to test theoretical knowledge in medical education (Palmer EJ and Devitt PG. 2007, Mavis et al, 2001). o Increasingly computer based assessment is used more within the FHS UCT-student numbers, drive increase IT use

3 o R-type (OBA) Traditionally used more often and is written with question in the form of a clinical case scenario with 4 or 5 option, questions are thought to test recall of knowledge. o A-type (EMI) The questions are written with a theme and questions are constructed around the focus theme (Beullens et al, 2002, Palmer and Devitt, 2007).

4 o EMIs is considered a better format to test problem solving and integration of knowledge( Swanson et al, 2008, Swanson et al, 2006). o EMI has demonstrated better discrimination between students as well as more difficulty compared to OBA (McCoubrie 2004).

5 o What is the performance of in house test administered to medical students during one of their clinical rotations in 5 th year. o What is the test item difficulty and discrimination of EMIs and OBA used in summative assessment. o Is there any differences between item difficulty and discrimination between the EMI and OBA.

6 o The questions were administered to all 5 th year students at the end of their clinical block. o We evaluated OBA items and extended matching items that were developed by the 5 th year course lecturer and evaluated as appropriate for testing by the course convener(not the researcher). o The item difficulty and discrimination for the EMIs and OBA was determined

7 o Results were from the end of block test with 5 groups of students. The same questions were administered to students all 5 groups of students. o The 193 students answered a computer based test containing five EMI sets with 34 items and 16 (OBA)-Type MCQs. o The OBA -had 4 options with each of the 5 EMIs sets had 9 options with 9 questions.

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10 Item difficultyItem Discrimination MeanStd DevMeanStd Dev OBA (N=16) EMI (N=34)

11 o The study did not show any statistical significance between the 2 types of MCQs – o small sample of test items. o Possible reason for this may also be that writing OBA format were used more often in the past. o Both EMI and OBA test items wide range of item difficulties o The results raises 2 issues o when questions are reused to select the best performing items. o evaluation of test post administration is important to determine how to improve quality of the assessment items.

12 o Beullens J, Van Damme B, Jaspaert H, Janssen PJ Are extended-matching multiple-choice items appropriate for a final test in medical education? Medical Teacher 24 (4): o Mavis BE, Cole BL, Hoppe RB A survey of student assessment in U.S. medical schools: the balance of breadth versus fidelity. Teaching and Learning in Medicine, 13 (2), o McCourbrie P improving the fairness of multiple- choice questions: a literature review. Medical Teacher, vol ( ) o Palmer EJ and Devitt PG Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper. BMC Med Educ; 7: 49. o Swanson, D.B., Holtzman, K.Z., Allbee, K Measurement characteristics of content-parallel single-best-answer and extended-matching questions in relation to number and source of options. Journal of the Association of American Colleges, 83(10 Suppl):S21-4 o Swanson, D.B., Holtzman, K.Z., Allbee, K., Clauser, B.E Psychometric characteristics and response times for content-parallel extended-matching and one-best-answer items in relation to number of options. Journal of the Association of American Colleges. Abstract 81(10 Suppl):S52-5

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