Artikel
Quality of student-generated MCQs
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Autoren
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Stefan Wagener
- University of Heidelberg, Faculty of Medicine, Heidelberg, Germany
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Andreas Möltner
- University of Heidelberg, Center of Excellence for Assessment in Medicine - Baden-Wuerttemberg, Heidelberg, Germany
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Maryna Gornostayeva
- University of Heidelberg, Center of Excellence for Assessment in Medicine - Baden-Wuerttemberg, Heidelberg, Germany
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Konstantin Brass
- University of Heidelberg, Center of Excellence for Assessment in Medicine - Baden-Wuerttemberg, Heidelberg, Germany
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Jana Jünger
- University of Heidelberg, Center of Excellence for Assessment in Medicine - Baden-Wuerttemberg, Heidelberg, Germany
| Veröffentlicht: | 12. März 2015 |
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Gliederung
Text
Introduction: The creation of high quality multiple-choice questions is generally seen as a task of medical experts / lecturers. But in the area of formative tests, students can participate in the creation of multiple-choice questions, and there is evidence in the comparison of questions from students and lecturers that both can be equivalent [1], [2], [3]. The present study shows a comparison of multiple-choice questions from students and lecturers.
Methods The quality of student-generated MCQs, which were created by trained students for a formative student Progress Test [4] of 2013 (n=144) and 2014 (n=120) was compered to MCQs of lecturers (n=400) from summative examinations in the subjects internal medicine, surgery, anatomy/biochemistry/physiology of the years 2013 and 2014. The MCQs were analyzed with respect to their quality in the post-review, which included statistical criteria (part-whole corrected discrimination and item difficulty) and a substantive review. The proportion of corrected MCQs and the proportion of excluded MCQs due to the post-review, as well as the reliability and the standard error of the exams were used as quality measure for MCQs.
Results: There was no difference between student-generated MCQs and MCQs generated by lecturers. For the student-generated MCQs from the year 2013 the proportion of corrected MCQs was 3.47% and the proportion of excluded MCQs was 2.78%. (The data for 2014 are presented in the lecture.). For the MCQs generated by lecturers the proportion of corrected MCQs was 3.25% and the proportion of excluded MCQs was 2.50%.
Discussion: Provided a comprehensive training, students can make an equivalent contribution for formative tests as lecturers.
References
- 1.
- McLeod PJ, Snell L. Student-generated MCQs. Med Teach. 1996;18(1):23-25. DOI: 10.3109/01421599609040257
- 2.
- Schullo-Feulner A, Janke KK, Chapman SA, Stanke L, Undeberg M, Taylor C, Brown RW, Straka RJ. Student-generated, faculty-vetted multiple-choice questions: Value, participant satisfaction, and workload. Curr Pharm Teach Learn. 2014;6(1):15-21. DOI: 10.1016/j.cptl.2013.09.019
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- Bates SP, Galloway RK, Riise J, Homer D. Assessing the quality of a student-generated question repository. Phys Rev ST Phys Educ Res. 2014;10:020105. DOI: 10.1103/PhysRevSTPER.10.020105
- 4.
- agener S, Gornostayeva M, Möltner A, Schultz JH, Brüstle P, Mohr D, Vander Beken A, Better J, Fries M, Gottschalk M, Günther J, Herrmann L, Kreisel C, Moczko T, Illg C, Jassowicz A, Müller A, Niesert M, Strübing F, Jünger J. Entwicklung eines formativen kompetenzbasierten Progresstests mit MCFragen von Studierenden – Piloteinsatz und Weiterentwicklung. Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Hamburg, 25.-27.09.2014. Düsseldorf: German Medical Science GMS Publishing House; 2014. DocP476. DOI: 10.3205/14gma191
