Comparing single-best-answer and very-short-answer questions for the assessment of applied medical knowledge in 20 UK medical schools: Cross-sectional study.


Journal

BMJ open
ISSN: 2044-6055
Titre abrégé: BMJ Open
Pays: England
ID NLM: 101552874

Informations de publication

Date de publication:
26 09 2019
Historique:
entrez: 28 9 2019
pubmed: 29 9 2019
medline: 26 9 2020
Statut: epublish

Résumé

The study aimed to compare candidate performance between traditional best-of-five single-best-answer (SBA) questions and very-short-answer (VSA) questions, in which candidates must generate their own answers of between one and five words. The primary objective was to determine if the mean positive cue rate for SBAs exceeded the null hypothesis guessing rate of 20%. This was a cross-sectional study undertaken in 2018. 20 medical schools in the UK. 1417 volunteer medical students preparing for their final undergraduate medicine examinations (total eligible population across all UK medical schools approximately 7500). Students completed a 50-question VSA test, followed immediately by the same test in SBA format, using a novel digital exam delivery platform which also facilitated rapid marking of VSAs. The main outcome measure was the mean positive cue rate across SBAs: the percentage of students getting the SBA format of the question correct after getting the VSA format incorrect. Internal consistency, item discrimination and the pass rate using Cohen standard setting for VSAs and SBAs were also evaluated, and a cost analysis in terms of marking the VSA was performed. The study was completed by 1417 students. Mean student scores were 21 percentage points higher for SBAs. The mean positive cue rate was 42.7% (95% CI 36.8% to 48.6%), one-sample t-test against ≤20%: t=7.53, p<0.001. Internal consistency was higher for VSAs than SBAs and the median item discrimination equivalent. The estimated marking cost was £2655 ($3500), with 24.5 hours of clinician time required (1.25 s per student per question). SBA questions can give a false impression of students' competence. VSAs appear to have greater authenticity and can provide useful information regarding students' cognitive errors, helping to improve learning as well as assessment. Electronic delivery and marking of VSAs is feasible and cost-effective.

Identifiants

pubmed: 31558462
pii: bmjopen-2019-032550
doi: 10.1136/bmjopen-2019-032550
pmc: PMC6773319
doi:

Types de publication

Comparative Study Journal Article Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

e032550

Informations de copyright

© Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.

Déclaration de conflit d'intérêts

Competing interests: CB, AS, MG and RWe are elected members of the MSCAA Board. MG and AS are advisors for the GMC UK Medical Licensing Assessment.

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Auteurs

Amir H Sam (AH)

Faculty of Medicine, Imperial College London, London, UK.

Rachel Westacott (R)

Leicester Medical School, University of Leicester, Leicester, UK.

Mark Gurnell (M)

Wellcome Trust-MRC Institute of Metabolic Science, University of Cambridge, Cambridge, UK.

Rebecca Wilson (R)

Faculty of Medicine, Imperial College London, London, UK.

Karim Meeran (K)

Faculty of Medicine, Imperial College London, London, UK.

Celia Brown (C)

Warwick Medical School (WMS), The University of Warwick, Coventry, UK Celia.Brown@warwick.ac.uk.

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Classifications MeSH