MCQ-construction improves Quality of Essay Assessment among undergraduate dental students

Q2 Medicine

Singapore Dental Journal Pub Date : 2016-12-01 DOI:10.1016/j.sdj.2016.04.001

Peter Yu Tsao Pan , Wendy Wang Chia Wei , Ling Loh Poey , Liang Shen , Victoria Yu Soo Hoon

{"title":"MCQ-construction improves Quality of Essay Assessment among undergraduate dental students","authors":"Peter Yu Tsao Pan , Wendy Wang Chia Wei , Ling Loh Poey , Liang Shen , Victoria Yu Soo Hoon","doi":"10.1016/j.sdj.2016.04.001","DOIUrl":null,"url":null,"abstract":"<div><p>A well-constructed essay is indicative of deep strategic understanding and is considered a valid assessment tool in many dental schools. It has been suggested that constructing MCQs could be an effective learning tool for students while at the same time contribute towards a pool of well-constructed MCQs that could stand up to scrutiny at high-stakes examinations. This study aimed to compare the quality of essays written by students trained and untrained in MCQ construction. The null hypothesis was that construction of MCQs did not result in higher grades achieved in “closed-book” time-limited assessment conditions. A Test cohort (<em>n</em>=48) of undergraduate dental students were taught and constructed MCQs during their preclinical prosthodontics course. The Control cohort (<em>n</em>=48) consisted of students who underwent the same course 1 year prior. The same question was administered to both cohorts without the students׳ knowledge. Answers were de-identified and randomized for grading by a blinded expert prosthodontic examiner not involved in the teaching of the students. Based on a passing grade of 50 and a maximum grade of 100, the Test cohort exhibited significantly improved essay quality, scoring a mean grade of 73.0±8.0, compared to a mean grade of 63.6±11.8 achieved by the control cohort (<em>p</em><0.001). The null hypothesis was rejected. Under the conditions of this double-blind study, MCQ-construction resulted in better essays written by students under examination conditions.</p></div>","PeriodicalId":35891,"journal":{"name":"Singapore Dental Journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.sdj.2016.04.001","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Singapore Dental Journal","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0377529116300165","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Medicine","Score":null,"Total":0}

引用次数: 2

Abstract

A well-constructed essay is indicative of deep strategic understanding and is considered a valid assessment tool in many dental schools. It has been suggested that constructing MCQs could be an effective learning tool for students while at the same time contribute towards a pool of well-constructed MCQs that could stand up to scrutiny at high-stakes examinations. This study aimed to compare the quality of essays written by students trained and untrained in MCQ construction. The null hypothesis was that construction of MCQs did not result in higher grades achieved in “closed-book” time-limited assessment conditions. A Test cohort (n=48) of undergraduate dental students were taught and constructed MCQs during their preclinical prosthodontics course. The Control cohort (n=48) consisted of students who underwent the same course 1 year prior. The same question was administered to both cohorts without the students׳ knowledge. Answers were de-identified and randomized for grading by a blinded expert prosthodontic examiner not involved in the teaching of the students. Based on a passing grade of 50 and a maximum grade of 100, the Test cohort exhibited significantly improved essay quality, scoring a mean grade of 73.0±8.0, compared to a mean grade of 63.6±11.8 achieved by the control cohort (p<0.001). The null hypothesis was rejected. Under the conditions of this double-blind study, MCQ-construction resulted in better essays written by students under examination conditions.

查看原文本刊更多论文

mcq构建提高牙科本科学生论文评价质量

一篇结构良好的文章表明了深刻的战略理解，在许多牙科学校被认为是一种有效的评估工具。有人建议，构建mcq可能是学生的一种有效的学习工具，同时有助于建立一个构建良好的mcq库，这些mcq可以经得起高风险考试的审查。本研究旨在比较经过MCQ建构训练和未经过MCQ建构训练的学生所写文章的品质。零假设是，在“闭卷”时限评估条件下，mcq的构建并不会导致更高的成绩。测试队列(n=48)为牙科本科学生，在临床前口腔修复学课程中教授并构建mcq。对照组(n=48)由一年前接受过相同课程的学生组成。同样的问题在学生不知道的情况下被分配给两组。答案被去识别并随机化，由不参与学生教学的盲法修复专家考官评分。在及格分数为50分，最高分数为100分的基础上，测试队列表现出显著提高的论文质量，平均得分为73.0±8.0分，而对照组的平均得分为63.6±11.8分(p<0.001)。零假设被拒绝。在这个双盲研究的条件下，mcq结构导致学生在考试条件下写的文章更好。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Singapore Dental Journal Medicine-Medicine (all)

CiteScore

2.40

自引率

0.00%

发文量

期刊介绍： The scope of the journal covers all fields related to the presentday practice of dentistry, and includes Restorative Dentistry (Operative Dentistry, Dental Materials, Prosthodontics and Endodontics), Preventive Dentistry (Periodontics, Orthodontics, Paediatric Dentistry, Public Health and Health Services), Oral Medicine, Oral Surgery and Oral Pathology. Articles pertaining to dental education and the social, political and economic aspects of dental practice are also welcomed.