What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study.

IF 3.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Teacher Pub Date : 2024-03-01 Epub Date: 2023-09-09 DOI:10.1080/0142159X.2023.2249209

Judith M Brenner, Tracy B Fulton, Marieke Kruidering, Jeffrey B Bird, Joanne Willey, Kelli Qua, Doreen M Olvet

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引用次数: 0

Abstract

Purpose: The purpose of this study was to enrich understanding about the perceived benefits and drawbacks of constructed response short-answer questions (CR-SAQs) in preclerkship assessment using Norcini's criteria for good assessment as a framework.

Methods: This multi-institutional study surveyed students and faculty at three institutions. A survey using Likert scale and open-ended questions was developed to evaluate faculty and student perceptions of CR-SAQs using the criteria of good assessment to determine the benefits and drawbacks. Descriptive statistics and Chi-square analyses are presented, and open responses were analyzed using directed content analysis to describe benefits and drawbacks of CR-SAQs.

Results: A total of 260 students (19%) and 57 faculty (48%) completed the survey. Students and faculty report that the benefits of CR-SAQs are authenticity, deeper learning (educational effect), and receiving feedback (catalytic effect). Drawbacks included feasibility, construct validity, and scoring reproducibility. Students and faculty found CR-SAQs to be both acceptable (can show your reasoning, partial credit) and unacceptable (stressful, not USMLE format).

Conclusions: CR-SAQs are a method of aligning innovative curricula with assessment and could enrich the assessment toolkit for medical educators.

查看原文本刊更多论文

我们从学生和教师那里学到了哪些关于构建式简答题的知识？一项多机构研究。

目的：本研究的目的是以 Norcini 的良好评估标准为框架，丰富对实习前评估中构建式简答题（CR-SAQs）的利弊的认识：这项多机构研究调查了三所院校的学生和教师。采用李克特量表和开放式问题进行调查，以评估教师和学生对采用良好评估标准的 CR-SAQs 的看法，从而确定其利弊。结果显示了描述性统计和卡方分析，并使用定向内容分析法对开放式回答进行了分析，以描述 CR-SAQ 的优点和缺点：共有 260 名学生（19%）和 57 名教师（48%）完成了调查。师生们认为 CR-SAQ 的好处是真实性、更深入的学习（教育效果）和获得反馈（催化效果）。缺点包括可行性、构建有效性和评分的可重复性。学生和教师认为 CR-SAQ 既可以接受（可以展示你的推理，部分学分），也不能接受（压力大，不是 USMLE 格式）：结论：CR-SAQ 是将创新课程与评估相结合的一种方法，可以丰富医学教育者的评估工具包。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Teacher 医学-卫生保健

CiteScore

7.80

自引率

8.50%

发文量

396

审稿时长

3-6 weeks

期刊介绍： Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.