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Development of a New Scoring System To Accurately Estimate Learning Outcome Achievements via Single, Best-Answer, Multiple-Choice Questions for Preclinical Students in a Medical Microbiology Course †
Journal of Microbiology & Biology Education Pub Date : 2020-02-28 , DOI: 10.1128/jmbe.v21i1.1773
Yodying Dangprapai 1 , Popchai Ngamskulrungroj 2 , Sansnee Senawong 3 , Patompong Ungprasert 4 , Azian Harun 5
Affiliation  

During the preclinical years, single-best-answer multiple-choice questions (SBA-MCQs) are often used to test the higher-order cognitive processes of medical students (such as application and analysis) while simultaneously assessing lower-order processes (like knowledge and comprehension). Consequently, it can be difficult to pinpoint which learning outcome has been achieved or needs improvement. We developed a new scoring system for SBA-MCQs using a step-by-step methodology to evaluate each learning outcome independently. Enrolled in this study were third-year medical students (n = 316) who had registered in the basic microbiology course at the Faculty of Medicine, Siriraj Hospital, Mahidol University during the academic year 2017. A step-by-step SBA-MCQ with a new scoring system was created and used as a tool to evaluate the validity of the traditional SBA-MCQs that assess two separate outcomes simultaneously. The scores for the two methods, in percentages, were compared using two different questions (SBA-MCQ1 and SBA-MCQ2). SBA-MCQ1 tested the students’ knowledge of the causative agent of a specific infectious disease and the basic characteristics of the microorganism, while SBA-MCQ2 tested their knowledge of the causative agent of a specific infectious disease and the pathogenic mechanism of the microorganism. The mean score obtained with the traditional SBA-MCQs was significantly lower than that obtained with the step-by-step SBA-MCQs (85.9% for the traditional approach versus 90.9% for step-by-step SBA-MCQ1; p < 0.001; and 81.5% for the traditional system versus 87.4% for step-by-step SBA-MCQ2; p < 0.001). Moreover, 65.8% and 87.8% of the students scored lower with the traditional SBA-MCQ1 and the traditional SBA-MCQ2, respectively, than with the corresponding sets of step-by-step SBA-MCQ questions. These results suggest that traditional SBA-MCQ scores need to be interpreted with caution because they have the potential to underestimate the learning achievement of students. Therefore, the step-by-step SBA-MCQ is preferable to the traditional SBA-MCQs and is recommended for use in examinations during the preclinical years.

中文翻译:

开发一种新的评分系统,以针对医学微生物学课程的临床前学生通过单项,最佳答案和多项选择题准确地估计学习成果†

在临床前几年中,单项最佳选择题(SBA-MCQ)通常用于测试医学生的高阶认知过程(例如应用和分析),同时评估低阶过程(例如知识)和理解力)。因此,可能难以确定已经实现或需要改进的学习成果。我们使用逐步的方法开发了SBA-MCQ的新评分系统,以独立评估每个学习结果。这项研究的参与者是三年级医学生(n = 316),他们在2017学年期间已在Mahidol大学Siriraj医院的医学系注册了基础微生物学课程。创建具有新评分系统的分步SBA-MCQ,并将其用作评估同时评估两个单独结果的传统SBA-MCQ有效性的工具。使用两个不同的问题(SBA-MCQ1和SBA-MCQ2)比较两种方法的分数(以百分比表示)。SBA-MCQ1测试了学生对特定传染病的病原体知识和微生物的基本特征,而SBA-MCQ2测试了学生对特定传染病的病原体知识和微生物的致病机理。传统SBA-MCQ获得的平均得分显着低于分步SBA-MCQ获得的平均得分(传统方法为85.9%,分步为SBA-MCQ1为90.9%; p <0.001;传统系统为81.5%,而87。逐步SBA-MCQ2为4%;p <0.001)。此外,与传统的SBA-MCQ问题对应的组相比,使用传统的SBA-MCQ1和传统的SBA-MCQ2的学生的得分分别要低。这些结果表明,传统的SBA-MCQ分数需要谨慎解释,因为它们可能会低估学生的学习成绩。因此,分步式SBA-MCQ比传统的SBA-MCQ更可取,建议在临床前期间用于检查。这些结果表明,传统的SBA-MCQ分数需要谨慎解释,因为它们可能会低估学生的学习成绩。因此,分步式SBA-MCQ比传统的SBA-MCQ更可取,建议在临床前期间用于检查。这些结果表明,传统的SBA-MCQ分数需要谨慎解释,因为它们可能会低估学生的学习成绩。因此,分步式SBA-MCQ比传统的SBA-MCQ更可取,建议在临床前期间用于检查。
更新日期:2020-02-28
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