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Introducing multiple-choice questions to promote learning for medical students: effect on exam performance in obstetrics and gynecology

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Název: Introducing multiple-choice questions to promote learning for medical students: effect on exam performance in obstetrics and gynecology
Autoři: Sebastian M. Jud, Susanne Cupisti, Wolfgang Frobenius, Andrea Winkler, Franziska Schultheis, Sophia Antoniadis, Matthias W. Beckmann, Felix Heindl
Zdroj: Arch Gynecol Obstet
Informace o vydavateli: Springer Science and Business Media LLC, 2020.
Rok vydání: 2020
Témata: Adult, Male, 2. Zero hunger, Students, Medical, Education, Medical, Undergraduate/methods [MeSH], Female [MeSH], Adult [MeSH], Gynecology/education [MeSH], Humans [MeSH], Prospective Studies [MeSH], General Gynecology, Learning [MeSH], Obstetrics/education [MeSH], Male [MeSH], Students, Medical/psychology [MeSH], Multiple choice, Obstetrics, Teaching, Gynecology, Lecture, Educational Measurement/methods [MeSH], Testing, 4. Education, 3. Good health, Humans, Learning, Female, ddc:610, Educational Measurement, Prospective Studies, Education, Medical, Undergraduate
Popis: Purpose Testing is required in medical education. The large number of exams that students face requires effective learning strategies. Various methods of improving knowledge retention and recall have been discussed, two of the most widely evaluated of which are test-enhanced learning and pause procedures. This study investigated the effect of voluntary multiple-choice questions on students’ performance. Methods In a prospective study from April 2013 to March 2015, 721 students were randomly assigned to receive supplementary online material only (control group) or additional multiple-choice questions (investigative group) accompanying lectures. Their performance in the final exam was evaluated. Results A total of 675 students were ultimately included, with 299 randomly assigned to the investigative group and 376 to the control group. Students in the investigative group scored significantly better in relation to grades and points (2.11 vs. 2.49; 33 vs 31.31; p Conclusion This is the first study of the use of voluntary multiple-choice questions to improve medical students’ performance. The results support test-enhanced learning and the feasibility of implementing multiple-choice questions in lectures.
Druh dokumentu: Article
Other literature type
Popis souboru: application/pdf
Jazyk: English
ISSN: 1432-0711
0932-0067
DOI: 10.1007/s00404-020-05758-1
Přístupová URL adresa: https://link.springer.com/content/pdf/10.1007/s00404-020-05758-1.pdf
https://pubmed.ncbi.nlm.nih.gov/32865608
https://europepmc.org/article/MED/34155541
https://pubmed.ncbi.nlm.nih.gov/32865608/
https://khepri-node.dev.meta-infra.org/papers/introducing-multiple-choice-questions-to-promote/32865608
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8172403
https://link.springer.com/content/pdf/10.1007/s00404-020-05758-1.pdf
https://link.springer.com/article/10.1007/s00404-021-06112-9
https://opus4.kobv.de/opus4-fau/frontdoor/index/index/docId/22981
https://repository.publisso.de/resource/frl:6466686
Rights: CC BY
URL: http://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (http://creativecommons.org/licenses/by/4.0/)
Přístupové číslo: edsair.doi.dedup.....fd950b530d5f1e141ca1d90761bccb37
Databáze: OpenAIRE
Popis
Abstrakt:Purpose Testing is required in medical education. The large number of exams that students face requires effective learning strategies. Various methods of improving knowledge retention and recall have been discussed, two of the most widely evaluated of which are test-enhanced learning and pause procedures. This study investigated the effect of voluntary multiple-choice questions on students’ performance. Methods In a prospective study from April 2013 to March 2015, 721 students were randomly assigned to receive supplementary online material only (control group) or additional multiple-choice questions (investigative group) accompanying lectures. Their performance in the final exam was evaluated. Results A total of 675 students were ultimately included, with 299 randomly assigned to the investigative group and 376 to the control group. Students in the investigative group scored significantly better in relation to grades and points (2.11 vs. 2.49; 33 vs 31.31; p Conclusion This is the first study of the use of voluntary multiple-choice questions to improve medical students’ performance. The results support test-enhanced learning and the feasibility of implementing multiple-choice questions in lectures.
ISSN:14320711
09320067
DOI:10.1007/s00404-020-05758-1