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Tenzin, Karma, Thinley Dorji, and Tashi Tenzin. "Construction of Multiple Choice Questions Before and After An Educational Intervention." Journal of Nepal Medical Association 56, no. 205 (2017): 112–16. http://dx.doi.org/10.31729/jnma.2976.
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Introduction: Khesar Gyalpo University of Medical Sciences of Bhutan, established in 2014, has ushered in a new era in medical education in Bhutan. Multiple Choice Questions are a common means of written assessment in medical education.
 Methods: This was a quasi-experimental study conducted at the Faculty of Postgraduate Medicine, KGUMSB, Thimphu in December 2016. A total of 8 MCQs were prepared by four teaching faculties from different fields who had no prior training on construction of MCQs. It was delivered to a group of 16 randomly selected intern doctors. A 2 hours long workshop on construction of MCQs was conducted. After the workshop, the same MCQs were modified according to standard guidelines on developing MCQs and were tested in the same group of intern doctors. An analysis on the performance, difficulty factor, discrimination index and distractor analysis was done on the two sets of MCQs using Microsoft Excel and SPSS 20.0.
 Results: For the pre- and post-workshop questions respectively, the pass percentage was 69.8% (11) and 81.3% (13), difficulty factor was 0.51 and 0.53, discrimination index was 0.59 and 0.47, distractor effectiveness was 83.3% and 74.9%.
 Conclusions: The workshop on MCQ development apparently seemed highly valuable and effective in changing the learning and performances of medical educators in the development of MCQs.
 Keywords: difficulty factor; discrimination index; faculty development; medical education.
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Pepple, Dagogo J., Lauriann E. Young, and Robert G. Carroll. "A comparison of student performance in multiple-choice and long essay questions in the MBBS stage I physiology examination at the University of the West Indies (Mona Campus)." Advances in Physiology Education 34, no. 2 (2010): 86–89. http://dx.doi.org/10.1152/advan.00087.2009.
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This retrospective study compared the performance of preclinical medical students in the multiple-choice question (MCQ) and long essay question components of a comprehensive physiology final examination. During the 3 yr analyzed, 307 students had an average score of 47% (SD 9.9) in the long essay questions and 64% (SD 9.9) in the MCQs. Regression analysis showed a significant correlation ( r = 0.62, P < 0.01) between MCQs and long essay questions. When student performance was grouped by final course grade, a statistically significant correlation between MCQ and long essay scores existed only for the 210 students who received a passing grade ( r = 0.20, P < 0.01). The MCQ and long essay question scores were not correlated for the 57 students who failed ( r = 0.25, P = 0.06) or for the 40 students who achieved honors and distinctions ( r = −0.27, P = 0.11). MCQ scores were significantly higher ( P < 0.01) than essay scores for each of the groups when analyzed by two-way ANOVA. The results of this study suggest that for most students, the strong correlation between scores on MCQs and essay questions indicates that student performance was independent of testing format. For students at either end on the performance spectrum, the lack of correlation suggests that the performance in one of the testing formats had a strong influence on the final course grade. In addition, those students who failed the course were likely to be weak in both testing modalities, whereas students in all grade groups were more likely to perform better in the MCQs than in the long essay questions.
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Kheyami, Deena, Ahmed Jaradat, Tareq Al-Shibani, and Fuad A. Ali. "Item Analysis of Multiple Choice Questions at the Department of Paediatrics, Arabian Gulf University, Manama, Bahrain." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 1 (2018): 68. http://dx.doi.org/10.18295/squmj.2018.18.01.011.
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Objectives: The current study aimed to carry out a post-validation item analysis of multiple choice questions (MCQs) in medical examinations in order to evaluate correlations between item difficulty, item discrimination and distraction effectiveness so as to determine whether questions should be included, modified or discarded. In addition, the optimal number of options per MCQ was analysed. Methods: This cross-sectional study was performed in the Department of Paediatrics, Arabian Gulf University, Manama, Bahrain. A total of 800 MCQs and 4,000 distractors were analysed between November 2013 and June 2016. Results: The mean difficulty index ranged from 36.70–73.14%. The mean discrimination index ranged from 0.20–0.34. The mean distractor efficiency ranged from 66.50–90.00%. Of the items, 48.4%, 35.3%, 11.4%, 3.9% and 1.1% had zero, one, two, three and four nonfunctional distractors (NFDs), respectively. Using three or four rather than five options in each MCQ resulted in 95% or 83.6% of items having zero NFDs, respectively. The distractor efficiency was 91.87%, 85.83% and 64.13% for difficult, acceptable and easy items, respectively (P <0.005). Distractor efficiency was 83.33%, 83.24% and 77.56% for items with excellent, acceptable and poor discrimination, respectively (P <0.005). The average Kuder-Richardson formula 20 reliability coefficient was 0.76. Conclusion: A considerable number of the MCQ items were within acceptable ranges. However, some items needed to be discarded or revised. Using three or four rather than five options in MCQs is recommended to reduce the number of NFDs and improve the overall quality of the examination.
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Ibrahim, Azza Fathi. "Development of multiple choice questions' instructional plan for the nursing educators." Journal of Nursing Education and Practice 9, no. 9 (2019): 12. http://dx.doi.org/10.5430/jnep.v9n9p12.
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Multiple-choice questions (MCQs) are commonly employed tests configuration in healthcare sciences for several years. They are efficient means for formative and summative evaluation of the students in nursing education. If the MCQs are designed competently, it will be a resourceful measurement for a valid assessment of the nursing students. The present study aimed to evaluate the construction quality of MCQs and its common item flaws in core nursing subjects at Faculty of Nursing, then develop an instructional plan for MCQs construction (one best answer format) to guide nursing educators. The study passed through exploratory-descriptive and methodological research designs at the Faculty of Nursing, Alexandria University, Egypt. Two samples were selected: First, 253 MCQs were selected from the different final exams (2017-2018) of the core twelve nursing subjects; Second, 21 academic nursing educators for evaluating of the suggested instructional plan. Both samples were chosen by convenience sampling technique. MCQs Assessment Form (MCQAF) was the first tool used to assess the construction quality of MCQs development and its items flaws. The second tool was MCQs' Instructional Plan Evaluation Sheet (MCQ IPES) which measured the content and face validity of the suggested instructional plan. The results revealed that 45.5% (115 MCQs) of the study sample contained ten item flaws. As regards the assessment of MCQs construction quality, evidently, the majority of nursing subject's exams has mean scores around a satisfactory level in MCQs quality construction. After submitting the developed plan to the expert group, almost the entire group found that the developed plan is accurate, with sound information, considered the useful and valued educational resource. Moreover, it has appropriate content in vocabulary, sentence structure, grammar, and concepts. Likewise, the experts reported that the developed plan is clear enough to be used by nursing educators and it is attractive and interesting self-reference tool. Conclusion & recommendation: less than one half of the study MCQs has ten item flaws and almost all of them obtained satisfactory mean scores in MCQs quality construction. The developed instructional plan is a beginning and beneficial step for nursing educators and considered an instructional mean for MCQs construction guidance. Further studies are application of the developed plan among nursing educators and investigation of the awareness and compliance of nursing educators with the MCQs construction rules is needed.
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Thomson, Alan, Dwight Harley, Marie Cave, and Jean Clandinin. "Enhancement of medical student performance through narrative reflective practice: a pilot project." Canadian Medical Education Journal 4, no. 1 (2013): e69-e74. http://dx.doi.org/10.36834/cmej.36592.
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Background: Narrative Reflective Practice (NRP) is a process that helps medical students become better listeners and physicians. We hypothesized that NRP would enhance students’ performance on multiple choice question exams (MCQs), on objective structured clinical examinations (OSCEs), and on subjective clinical evaluations (SCEs). Methods: The MCQs, OSCEs and SCEs test scores from 139 third year University of Alberta medical students from the same class doing their Internal Medicine rotation were collected over a 12 month period. All preceptors followed the same one-hour clinical teaching format, except for the single preceptor who incorporated 2 weeks of NRP in the usual clinical teaching of 16 students. The testing was done at the end of each 8-week rotation, and all students within each cohort received the same MCQs, OSCE and SCEs Results: Independent t-tests were used to assess group differences in the mean MCQ, OSCE and SCE scores. The group receiving NRP training scored 4.7 % higher on the MCQ component than those who did not. The mean differences for OSCE and SCE scores were non-significant. Conclusions: Two weeks NRP exposure produced an absolute increase in students’ MCQ score. Longer periods of NRP exposure may also increase the OSCE and SCE scores. This promising pilot project needs to be confirmed using several trained preceptors and trainees at different levels of their clinical experience.
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Aras, Irwin, Gandes Retno Rahayu, and Yayi Suryo Prabandari. "Persepsi Dampak Ujian dengan MCQ terhadap Proses Belajar Mahasiswa Fakultas Kedokteran." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 3 (2014): 162. http://dx.doi.org/10.22146/jpki.25240.
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Background: Multiple choice question (MCQ) has been used widely as a method to assess the achievement of learning outcomes. MCQ as an assessment instrument may give both expected and unexpected impact. The research’s objective is to identify the impacts of MCQs in term of the structure, content, information and regulation on the learning process of student at Medical Faculty Hasanuddin University Method: The study was a descriptive survey involving 505 medical students from Hasanuddin University who were still in the academic phase, class of 2010, 2011 and 2012. Preliminary study was carried out to explore learning impacts caused by MCQs. Based on the result of preliminary study a questionnaire using rating scale was developed, consisting 92 items of possible learning impacts. Open ended questions were added to get free response from the students. The answers were classified into expected and unexpected learning impacts.Results: The structure, content, information and regulation of the MCQ method gave expected impacts such as learning from many sources (74.4%), group studying (96.2%), mind mapping (37.9%) and re-discussing the exam materials (96.2%). It also gave unexpected impacts such as guessing the answer (44.8%), only studying previous exams (93.5%), cheating (33.7%) and taking pictures of the exam papers (38.2%). Conclusion: Unexpected impacts may occur from the MCQ method, which structurally consists of item flaws, such as only assessing memorizing skills rather than the application of knowledge and incomplete information in the stem. The regulation, in the form of summative exam, will encourage students to prepare themselves more seriously if compared to the formative exam.
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Kowash, Mawlood, Iyad Hussein, and Manal Al Halabi. "Evaluating the Quality of Multiple Choice Question in Paediatric Dentistry Postgraduate Examinations." Sultan Qaboos University Medical Journal [SQUMJ] 19, no. 2 (2019): 135. http://dx.doi.org/10.18295/squmj.2019.19.02.009.
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ABSTRACT: Objectives: This study aimed to evaluate the quality of multiple choice question (MCQ) items in two postgraduate paediatric dentistry (PD) examinations by determining item writing flaws (IWFs), difficulty index (DI)and cognitive level. Methods: This study was conducted at Mohamed Bin Rashid University of Medicine and Health Sciences, Dubai, UAE. Virtual platform-based summative versions of the general paediatric medicine (GPM) and prevention of oral diseases (POD) examinations administered during the second semester of the 2017–2018 academic year were used. Two PD faculty members independently reviewed each question to assess IWFs, DI and cognitive level. Results: A total of 185 single best answer MCQs with 4–5 options were analysed. Most of the questions (81%) required information recall, with the remainder (19%) requiring higher levels of thinking and data explanation. The most common errors among IWFs were the use of “except” or “not” in the lead-in, tricky or unfocussed stems and opportunities for students to use convergence strategies. There were more IWFs in the GPM than the POD examination, but this was not statistically significant (P = 0.105). The MCQs in the GPM and POD examination were considered easy since the mean DIs (89.1% ± 8.9% and 76.5% ± 7.9%, respectively) were more than 70%. Conclusion: Training is an essential element of adequate MCQ writing. A general comprehensive review of all programme’s MCQs is needed to emphasise the importance of avoiding IWFs. A faculty development programme is recommended to improve question-writing skills in order to align examinations with programme learning outcomes and enhance the ability to measure student competency through questions requiring higher level thinking. Keywords: Examination Question; Student; Educational Measurement; Discriminant Analysis; Pediatric Dentistry; United Arab Emirates.
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Obon, April Marqueses, and Kristel Anne M. Rey. "Analysis of Multiple-Choice Questions (MCQs): Item and Test Statistics from the 2nd year Nursing Qualifying Exam in a University in Cavite, Philippines." Abstract Proceedings International Scholars Conference 7, no. 1 (2019): 499–511. http://dx.doi.org/10.35974/isc.v7i1.1128.
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Introduction:Multiple Choice Questions (MCQs) is used extensively as a test format in nursing education. However, making MCQs still remains a challenge to educators. To avoid issues about its quality, this should undergo item analysis. Thus, the study evaluated item and test quality using difficulty index (DIF) and discrimination indices (DI), with distractor efficiency (DE); determined the reliability usingKuder-Richardson 20 coefficients (KR20); and identified which valid measure was developed.
 Methodology: The study was conducted among 41 level two nursing students in the College of Nursing. The qualifying examination comprised of 194 MCQs. Data were entered in Microsoft Excel 2010 and SPSS22 and were analyzed.
 Results: According to DIF, out of 194 items, 115 (59.53%) had right difficultyand 79 (40.7%) were difficult. Regarding DI, 17 (8.8%) MCQs were considered very gooditems to discriminate the low and high performer students. While 21 (10.8%), 32 (16.5%), 24 (12.4%), and 100 (51.5%) demonstrated good, fair quality, potentially poor, and potentially very pooritems, respectively. On the other hand, the number of items that had 100% distractor effectiveness is 57 (29.4%), as 65 (33.5%), 49 (25.3%), and 23 (11.9%) revealed 66.6%, 33.3% and 0%, respectively. The reliability of the test using KR20 is 0.9, suggesting that the test is highly reliable with considered good internal consistency. After careful analysis of each item, 55 (28.35%) items were retained without revisions. Further, the stem of the 24 (12.37%) items, the distractors of the 66 (34.02%) items and both the stem and distractors of 46 (23.71%) items were modified, and 3 (1.55%) items were removed.
 Discussion:The researcher recommends doing an analysis between upper and lower scorers and its relationship to DE. For future study, it will be beneficial to explore other factors like student’s ability, quality of instructions, and number of students in relation to quality of MCQs.
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Jaleel, Anila, and Zohra Khanum. "Pre and Post examination evaluation of MCQs and SEQs Items in Undergraduate MBBS mock examination." Professional Medical Journal 27, no. 12 (2020): 2749–54. http://dx.doi.org/10.29309/tpmj/2020.27.12.4474.
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Objectives: To evaluate the quality of MCQs and SEQs pre and post Mock examination of physiology and biochemistry and correlation between the scores of both at private medical college Lahore. Study Design: Descriptive study and convenient sampling was done. Setting: Fatima Memorial College of Medicine and Dentistry, Lahore. Period: September 2016 to September 2017. Material & Methods: 149 students in Physiology and 143 in biochemistry took Mock examination. 45 MCQs and 9 SEQs each in biochemistry and physiology were prepared according to the table of specification provided by University of Health Sciences (UHS) Lahore, Pakistan. Item assessment according to Blooms taxonomy was done and item flaws identified with cover test done for structural validity of the paper before the exam by two medical educationists. Item analysis with difficulty index, discrimination index and distraction efficiency were done post examination. Results: 84.4% in physiology and 51.1% in biochemistry were of recall type (C1 level according to Blooms taxonomy), and 58% SEQs in physiology and 50% in biochemistry were C1. 20% and 28% MCQs in physiology and biochemistry respectively pass cover test and were without item writing flaws. Difficulty index shows that 53.3% in physiology and 48.8% in biochemistry needs modifications. 48.8% of MCQs in physiology and 15.5% in biochemistry need modification in discriminatory index. Similarly 59.5% and 64.0 % of MCQs had functional distractors in physiology and biochemistry respectively. Conclusion: The study concluded that Mock examination in subjects of physiology and biochemistry had item writing flaws, more MCQs were of C1 level and showed majority items in good difficulty, discriminatory index with two third functional distractors were present
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Selivanova, I. A., I. Yu Markovina, I. R. Ilyasov, A. K. Zhevlakova, and R. P. Terekhov. "Test Items Validation in the Context of Education Export." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (2020): 136–43. http://dx.doi.org/10.31992/0869-3617-2020-6-136-143.
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It is necessary to develop special assessment tools for international students, which will comply with the principles of evidence-based education. This is especially important in the context of Russian higher education export. Multiple choice questions (MCQs) are an essential part of the assessment and are suited for assessing the knowledge level of international students. The “Organic chemistry” is a basic course for pharmaceutical students, which is necessary for the understanding of principal subjects. The study objective was to develop a normative-oriented model of the “Organic chemistry” MCQs based examination for international students (the specialty 33.05.01 “Pharmacy”) in accordance with the recommendations of the Association for Medical Education in Europe (AMEE). The previously developed interactive “Organic Chemistry Test Simulator”, created at the Sechenov University, was used as the basis for the examination MSQs bank. It was analyzed by five independent experts, who work as teachers of organic chemistry. The average timing and the cut score were determined by the Angoff method, 90 sec and 64%, respectively. Among analyzed MCQs the 3% were found irrelevant, 22% were recommended for revision and modernization. Valid MSCs (600 items) served as the basis for the creation of extended examination MSQs bank. An algorithm for modeling the “Organic chemistry” MCQs based examination was proposed. The standardized examination test has 30 MSQs of different types. The standardized normative-oriented model of the “Organic chemistry” MCQs based examination for international students (the specialty 33.05.01 “Pharmacy”) was validated in terms of relevance and representativeness, optimized in time and cut score.
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Hansen, Lars, and John W. McDonald. "Significant difference in knowledge between English and Danish psychiatrists." European Psychiatry 20, no. 3 (2005): 287–90. http://dx.doi.org/10.1016/j.eurpsy.2004.06.011.
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AbstractPurposeThe purpose of the study was to investigate if differences in levels of knowledge existed between Danish and English training and specialist psychiatrists. This is important in the context of the free (and growing) movement of the medical workforce across European Union (EU) countries’ borders.MethodsA complete balanced two-way factorial study design was used. Ten training and ten specialist psychiatrists were recruited in each country from reputable, university hospitals. They answered 50 multiple choice questions (MCQs), translated into the appropriate language, consisting of four subcategories of questions: psychology (15 MCQs), psychopharmacology (10 MCQs), neuroscience (five MCQs) and psychopathology (20 MCQs). No memory or other types of aids were allowed at the knowledge test. A two-way analysis of variance was used to analyse the total knowledge score (number of correct answers) and the component subscores. Levene’s test of equality of error variances was used to test for variance homogeneity.ResultsThere were significant differences in total knowledge and psychology knowledge by country and level of training. UK doctors scored 3.10 points higher than Danish doctors, with 95% confidence interval (0.97, 5.23). The knowledge of the specialists was also significantly superior to that of the training psychiatrists, with 2.30 higher score, 95% confidence interval (0.17, 4.43). In the sub-categories only the scores in the psychology section were significantly different. UK doctors scored 2.30 higher than Danish doctors, with 95% confidence interval (1.15, 3.45). Specialists scored 1.20 higher than non-specialists with 95% confidence interval (0.05, 2.35).ConclusionsThe results indicate that there is a significant difference in level of knowledge between psychiatrists in these two EU-countries, England and Denmark. This difference seemed to be chiefly the result of different knowledge of psychology. The disparity could be a result of the fundamentally different post-graduate training system in psychiatry in the two countries. Surprisingly, the differences in total knowledge and psychology knowledge between countries were larger than the differences between levels of training. The difference in knowledge is worrying taking into consideration that there is free movement of the workforce, including doctors, across the EU. The results here need further confirmation in future studies with greater numbers, more countries involved and perhaps additional measurements to MCQs.
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Purwoko, Mitayani, and Trisnawati Mundijo. "EVALUATING THE USE OF MCQ AS AN ASSESSMENT METHOD IN A MEDICAL SCHOOL FOR ASSESSING MEDICAL STUDENTS IN THE COMPETENCE-BASED CURRICULUM." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 7, no. 1 (2018): 54. http://dx.doi.org/10.22146/jpki.35544.
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Background: Student’s cognitive ability could be assessed using MCQ. The aim of this study was to evaluate the quality of MCQ as an assessment method in Medical Faculty of Muhammadiyah University Palembang. Method: This study was designed as a cross sectional descriptive observational study. Sample was MCQ assessment in Genetics and Molecular Biology Module for academic year 2013/2014 until 2015/2016 for total 299 questions. Item analysis was done manually.Results: The item analysis showed that 61.2% questions were recall-type question. This situation showed that the construction of the question was not good and only testing the lower cognitive area. There was 45.2% ideal question with 30-70% difficulty index and 23.1% questions whom distractor efficiency was 100%. Half of the questions (56.2%) should be revised. This revision-needed questions distributed equally into easy, ideal, and hard level of difficulty. Revision-needed questions had lower distractor efficiency mean compared to good questions. Conclusion: MCQ as an assessment method do not reach maximum target yet because there were many questions that should be revised. Faculty should enhance the development of the lecturer in writing the good MCQs.
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Ndu, Ikenna Kingsley, Uchenna Ekwochi, Chidiebere Di Osuorah, et al. "Negative Marking and the Student Physician–-A Descriptive Study of Nigerian Medical Schools." Journal of Medical Education and Curricular Development 3 (January 2016): JMECD.S40705. http://dx.doi.org/10.4137/jmecd.s40705.
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Background There is considerable debate about the two most commonly used scoring methods, namely, the formula scoring (popularly referred to as negative marking method in our environment) and number right scoring methods. Although the negative marking scoring system attempts to discourage students from guessing in order to increase test reliability and validity, there is the view that it is an excessive and unfair penalty that also increases anxiety. Feedback from students is part of the education process; thus, this study assessed the perception of medical students about negative marking method for multiple choice question (MCQ) examination formats and also the effect of gender and risk-taking behavior on scores obtained with this assessment method. Methods This was a prospective multicenter survey carried out among fifth year medical students in Enugu State University and the University of Nigeria. A structured questionnaire was administered to 175 medical students from the two schools, while a class test was administered to medical students from Enugu State University. Qualitative statistical methods including frequencies, percentages, and chi square were used to analyze categorical variables. Quantitative statistics using analysis of variance was used to analyze continuous variables. Results Inquiry into assessment format revealed that most of the respondents preferred MCQs (65.9%). One hundred and thirty students (74.3%) had an unfavorable perception of negative marking. Thirty-nine students (22.3%) agreed that negative marking reduces the tendency to guess and increases the validity of MCQs examination format in testing knowledge content of a subject compared to 108 (61.3%) who disagreed with this assertion (χ 2 = 23.0, df = 1, P = 0.000). The median score of the students who were not graded with negative marking was significantly higher than the score of the students graded with negative marking ( P = 0.001). There was no statistically significant difference in the risk-taking behavior between male and female students in their MCQ answering patterns with negative marking method ( P = 0.618). Conclusions In the assessment of students, it is more desirable to adopt fair penalties for discouraging guessing rather than excessive penalties for incorrect answers, which could intimidate students in negative marking schemes. There is no consensus on the penalty for an incorrect answer. Thus, there is a need for continued research into an effective and objective assessment tool that will ensure that the students’ final score in a test truly represents their level of knowledge.
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Awan, Uzma, and Uzma Ahsan. "ASSESSMENT." Professional Medical Journal 23, no. 02 (2016): 213–16. http://dx.doi.org/10.29309/tpmj/2016.23.02.1073.
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Introduction: Assessment results have been proved as major hallmark for theprogress or regression of teaching and learning. University of Health Sciences is the examiningbody to assess the students of B.D.S. by four methods; MCQs, SEQs, VIVA and OSCE/OSPE.The oral examination is an important part of the practical examination that helps assess threeareas which are clinical knowledge, cognitive and professional skills. Objectives: purpose ofthis study was to explore student’s perspective on viva as an assessment method for subject ofscience of dental materials. Study design: cross-sectional study. Period: Started in November2014 completed in December 2015. Setting: Questionnaire was filled by B.D.S. 2nd professionalstudents of three dental colleges of Lahore of private sector. Sharif medical and dental collegeLahore. CMH dental college Lahore. University College of medicine and dentistry. University ofLahore. Methodology: 120 students from three different institutions were included in this study.30.9% of the students were boys whereas 69.1 % were girls. All students were interviewed abouttheir choice of assessment among the routine methods of assessment; MCQ, SEQ, Viva andOSPE. Results: 15% of the students replied MCQ to be their first choice of assessment. SEQwas selected as first choice of assessment by 26.6% of the students. 56.6% were in the favourof OSPE whereas only 1.7 % students were in the favour of viva examination. Conclusion: Theoral examination has intrinsic weakness of low reliability and objectivity. Structuring the vivaexamination can be implemented and improve viva method of assessment.
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Habib, Md Ahsan, Humayun Kabir Talukder, Md Mahbubur Rahman, and Shahnila Ferdousi. "Post-application Quality Analysis of MCQs of Preclinical Examination Using Item Analysis." Bangladesh Journal of Medical Education 7, no. 1 (2017): 2–7. http://dx.doi.org/10.3329/bjme.v7i1.32220.
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Multiple choice questions (MCQs) have considerable role in the preclinical medical assessment, both formative as well as summative. This cross sectional descriptive study was conducted to observe the quality of MC items (completion type) of anatomy, biochemistry and physiology used in preclinical undergraduate medical examinations of 2012 and 2013 of a public university of Bangladesh. Each MC item had a stem and 5 options, and 1200 options were analyzed for difficulty and discrimination indices. Total 556 options were false statements (distracters) and were analyzed to observe their effectiveness as distracter. The study revealed that 18.67% of options were with appropriate difficulty (0.660.80). Highest frequency (43.5%) of difficulty indices was in easy class interval (0.911). Over all frequencies of items of three subjects in the ascending order were difficult, appropriate, marginal and easy as per their difficulty indices. Satisfactory or better discrimination indices (=0.20) were observed in 29.33% options. The mean difficulty and discrimination indices observed were respectively 0.82±0.18 (95% confidence interval [CI] 0.81 to 0.83) and 0.13±0.14 (95% CI 0.122 to 0.138). Out of the options, 6.75% had negative discrimination indices. Items with difficulty index around 0.60 had maximum discriminatory power (up to 0.68) and more difficult as well as easy items had less discriminatory ability. Out of the distracters 83.45% were observed effective and the mean effectiveness was 22.3±18.7% (95% CI 20.75% to 23.85%). The study recommended using the method and findings to improve the quality of the items leading to development of a standard Question Bank.Bangladesh Journal of Medical Education Vol.7(1) 2016: 2-7
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Lenchuk, Iryna, and Amer Ahmed. "Tapping into Bloom Taxonomy’s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom." Arab World English Journal, no. 1 (April 15, 2021): 160–71. http://dx.doi.org/10.24093/awej/covid.12.
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This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of apply, analyze and evaluate? This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom’s taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country’s strategic direction reflected in Oman vision 2040.
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Hala, Yusminah, Arifah Novia Arifin, Suriyah Satar, and Sitti Saenab. "Identification of Biology Student’s Misconception in Makassar State University on Cell Biology by Applying Two-Tier MCQs Method." Journal of Physics: Conference Series 1387 (November 2019): 012004. http://dx.doi.org/10.1088/1742-6596/1387/1/012004.
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Mathew, Anup. "Best of Five MCQs for MRCPsych Paper 2Best of Five MCQs for MRCPsych Paper 2 Lena Palaniyappan and Rajeev Krishnadas Oxford University Press 2009 Price £24.95. Pp 243 ISBN 978 0 19 955212 2." British Journal of Hospital Medicine 72, no. 2 (2011): 117. http://dx.doi.org/10.12968/hmed.2011.72.2.117b.
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Perlstein, Robyn, Janet McLeod, Colin Bell, and Caryl Nowson. "Nutrition content of summative examinations within an Australian 4-year graduate entry medical course: 2013–2016." BMJ Nutrition, Prevention & Health 4, no. 1 (2021): 251–56. http://dx.doi.org/10.1136/bmjnph-2021-000280.
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BackgroundPoor nutrition is a major contributor to chronic disease, but the level of nutrition education in medical training is limited. Deakin University Medical School has been working to embed more nutrition into the curriculum since 2009.AimTo assess the nutrition content of all summative examinations in the Bachelor of Medicine, Bachelor of Surgery over a 4-year period.MethodsThe type, amount and scope of nutrition-related questions were assessed in all summative examinations delivered to all 4-year levels from 2013 to 2016. These were assessed independently and analysed for nutrition content. The amount of nutrition was quantified, and the nutrition topic areas and nutrition competencies addressed were documented.ResultsLess than 10% of summative examination questions contained any nutrition content. For first-year and second-year students, these examinations included an average yearly total of 433 multiple choice questions (MCQs) (range 337–530) and 47 short answer questions (SAQs) (range 33–62). Third-year and fourth-year students had 150 MCQs on average per year and no SAQs. The percentage of nutrition-related questions across all 4 years ranged from 6% in 2013 to 10% in 2016. The proportion of SAQs with nutrition content ranged from 12% in 2013 to 19% in 2016. Basic nutritional sciences, accounted for 60% of nutrition content and, 25% addressed dietary strategies for prevention and treatment of disease, and skills-based nutrition competencies represented approximately 10% of all questions.Summary and conclusionsMinimal nutrition was included in the summative examinations. There did not appear to be any consistent increase in the nutrition content of MCQs over the 4-year period but there was some indication of an increase in nutrition content in SAQs. Longer term evaluation is required to confirm this trend. Only a small number of nutrition questions were skills based, most focused on basic nutritional science. Examinations included few skills-based nutrition questions, and consideration of setting a minimum level of nutrition in examinations could assist in ensuring the development of appropriate nutrition competencies in medical graduates.
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Mahmood, Manzoor, Harisul Hoque, Chaudhury Meshkat Ahmed, and Sajal Krishna Banerjee. "Assessment of Cardiology Trainees in the Workplace." University Heart Journal 16, no. 2 (2020): 106–10. http://dx.doi.org/10.3329/uhj.v16i2.49668.
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Assessment is a systematic procedure for measuring a trainee’s progress or level of achievement against defined criteria, in order to make a judgement about the trainee. It includes traditional exam-style questions, multiple choice questions (MCQs), viva voce examinations, assessments of performance carried out in real time. The purpose of assessment include diagnosing learning needs, motivating learners and to determine entry to a course or profession. Traditional examinations are often used to measure the candidates to recall previously learned knowledge, but may not correlate well with a person’s workplace based performance. Workplace based assessments (WBA) are much better suited to providing an indication of actual performance in the workplace.
 University Heart Journal Vol. 16, No. 2, Jul 2020; 106-110
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Piryani, Rano Mal, Suneel Piryani, and Mandira Shahi. "Feedback of the participants on assessment sessions conducted in faculty development training at National Center for Health Professions Education Nepal." Janaki Medical College Journal of Medical Science 6, no. 2 (2018): 65–71. http://dx.doi.org/10.3126/jmcjms.v6i02.22092.
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Background and Objectives: It is essential for health professions educators to be cognizant and coached on what level, assessment is being conducted according to Blooms Taxonomy or Miller’s Pyramid and trained to conduct assessment. The objective of this study was to take feedback of the participants on sessions of assessment.
 Materials and Methods: Six-hours assessment sessions conducted in faculty development training organized by National Centre for Health Professionals Education, Tribhuvan University Institute of Medicine, Kathmandu Nepal in August 12-17, 2018. Principal author conducted three sessions (2 hours each)- 1) educational evaluation & assessment and fundamentals of assessment, 2) assessment of knowledge & understanding and 3) OSCE and OSPE in training. The methods utilized were tutorial, brainstorming and activity based small group work. Feedback was taken on semi-structured questionnaire. Descriptive analysis was done using SPSS. 
 Results: Twenty-two participants selected from basic, clinical and dental sciences and nursing faculty of seven schools. The participants rated assessment sessions on scale of 1-10 (1= poor, 10= excellent) for usefulness (8.42 ± 1.53), content (8.08 ± 1.61), relevance of session & content (8.50 ± 1.53), facilitation (8.00 ± 1.56) and overall (8.42 ± 1.31). They gained confidence for developing blueprint for assessment (2.96±0.86), developing MCQs (3.67±0.76), developing SAQs (3.42±0.93), constructing OSCE/OSPE (2.92±0.97) and conducting OSCE/OSPE (2.92±0.77) rated at Likert scale1-5 after participating in training. Sufficient number of participants suggested to allocate more time for assessment sessions and increase time for group work.
 Conclusion: It is noticed that participants recognize and acknowledge the importance of assessment and their confidence level has increased for developing blueprint, MCQs, SAQs, OSCE/OSPE and conducting OSCE/OSPE examination.
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Chew, Cindy, Patrick J. O'Dwyer, Alan Jaap, et al. "Medical student assessments—frequency of radiological images used: a national study." BJR|Open 2, no. 1 (2020): 20200047. http://dx.doi.org/10.1259/bjro.20200047.
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Objectives: Assessments are a key part of life for medical students at University. We know there is variation in these assessments across Universities. The aims of this study were to expatiate summative assessments in Scottish Medical Schools and to examine how frequently radiological images feature in them. Methods: All Scottish medical schools were invited to participate in the study. Data on objective structured clinical examinations (OSCEs; 5 years) and written assessments (3 years) were retrospectively collected for each university and results were collated. Each University was randomly assigned a letter from A to E and anonymised for data presentation. Results: 10,534 multiple choice questions (MCQ) and 1083 OSCE stations were included in this study. There was wide variation in the number, type and timing of assessments across Scottish medical schools. There were highly significant differences in the number of OSCE stations and the number of MCQs set over the study period (p < 0.0001). Radiological images were used on average 0.6 times (range 0–1.1) in each OSCE examination and 2.4 times (range 0.1–3.7) for written assessments. Conclusion: In this detailed study, we demonstrated significant differences in medical student assessments across Scottish Universities. Given the importance of Radiology in modern medicine, the frequency and differences in which radiological images were used in assessments across Universities should be addressed. Advances in knowledge: This is the first national longitudinal study to quantify the role of radiological images in summative Medical Student Assessments. Great variability exists in the extent and how (clinical versus written assessments) radiological images are used to assess Scottish medical students. Radiological images are used infrequently in clinical assessments, but are present in every written assessment. These findings could help inform medical schools and academic radiologists as they prepare medical students for the imminent unified medical licensing examination, where Clinical Imaging is a subject with one of the highest number of associated conditions examinable.
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Ibrahim, M. "SBAs and MCQs for the Final FRCA R.Tandon (ed.) Oxford University Press, Oxford, 2012 ISBN 978-0199661336, 312 pp. Price £34.99 (Kindle £24.93)." Anaesthesia 68, no. 2 (2012): 222. http://dx.doi.org/10.1111/anae.12095.
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Madden, Tracey. "Editorial." New Directions in the Teaching of Physical Sciences, no. 7 (July 1, 2011): iv. http://dx.doi.org/10.29311/ndtps.v0i7.457.
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New Directions focuses on new developments by practitioners in the field of learning and teaching.There is a strong outreach theme in this issue with articles covering activities in chemistry and physics, and the effects on all parties involved. Assessment and feedback also feature heavily, with articles on screencasting, delivering audio feedback and designing multiple choice questions (MCQs.) Ever popular topics including undergraduate practical work, transition to university and mathematics support for chemists appear, along with articles on prior knowledge of undergraduates, use of learning outcomes and educational research projects for students.This is the last issue of New Direction that the Centre will produce; we now hand the baton to the Higher Education Academy <www.heacademy.ac.uk> to produce future issues. We would like to take this opportunity to thank all our contributors and reviewers who have made this publication possible, and we hope that you the reader have found value in what we have offered.
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Saeed, Ghassan Th, Affan E. Hassan, Hanan L. Al Omary, and Zainab M. Alawad. "Multiple choice questions and essay questions in assessment of success rate in medical physiology." Journal of the Faculty of Medicine Baghdad 59, no. 4 (2018): 333–35. http://dx.doi.org/10.32007/jfacmedbagdad.59481.
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Background: Assessment is an important part of the learning cascade in education. Students realize it as an influential motivator to direct and guide their learning. The method of assessment determines the way the students reach high levels of learning. It has been documented that one of factor affecting students’ choice of learning approach is the way how assessment is being performed. Many methods of assessment namely multiple choice questions, essay questions and others are mainly used to assess basic science knowledge in undergraduate education. Objectives: The aim of this study is to compare multiple choice questions (MCQ) and essay questions (EQ) (record the success and failure rate of multiple choice questions (MCQ) and essay questions (EQ)) in regards to the Physiology questions.Methods: A retrospective study was done in which the results of the physiology exams -held in the medical college in Baghdad University -in 2010 are recorded. The number of students underwent the exam was 255. A total of 100 essay questions (EQs) and 100 multiple choice questions (MCQs) were evaluated from the written examinations delivered to second year medical students questions belonged to final examination.Results: Regarding essay questions that have been answered, 33.5% of the questions were not answered as a total. 188 students out of 255 had succeeded which represent 73.7% of the students. Out of 78 marks for MCQ, 46.33 had been achieved, and out of 22 marks for essay 12.9 have been achieved. the success in MCQ questions was 82.9% while in the Essay questions was 67.7% and the failure in both types was 12.5%. Out of 100 questions for both MCQ and Essay questions 55.1±7.9 questions were answered for the MCQ and 51.1±15.3 Essay questions were answered. In general the percentage of the succeeded students was 73. 7% and that of failed students was 26.3%.Conclusion: There is no significant difference in the success rate between MCQs and EQs.
 الخلفية: يعد التقييم عنصرا هاما في سلسلة التعلم في التعليم. يدرك الطلاب أنها حافز مؤثر لتوجيه تعلمهم. ويحدد أسلوب التقييم طريقة وصول الطلبة إلى مستويات عالية من التعلم. وقد تم توثيق أن أحد العوامل التي تؤثر على اختيار الطلاب لموقف التعلم هو طريقة تقييمهم. يتم تطبيق العديد من أساليب التقييم وهي أسئلة الاختيار من متعدد، أسئلة مقالة وغيرها أساسا لفحص العلوم الأساسية الفهم في التعليم الجامعي.
 الهدف: الهدف من هذه الدراسة هو مقارنة أسئلة الاختيار من متعدد وأسئلة مقال (تقييم نجاح وفشل معدل أسئلة الاختيار من متعدد وأسئلة مقال) فيما يتعلق باسئلة علم وظائف الأعضاء.
 الطريقة: أجريت دراسة بأثر رجعي تم فيها تسجيل نتائج امتحانات علم وظائف الأعضاء - التي تم تسجيلها في الكلية الطبية لجامعة بغداد - في عام 2010. وبلغ عدد الطلاب الذين خضعوا للامتحان 255.
 تم تقييم مجموعه 100 أسئلة مقالة و 100 أسئلة الاختيار من متعدد من الامتحانات المكتوبة التي تدار لطلاب الطب السنة الثانية (الأسئلة تنتمي إلى الامتحان النهائي)
 النتائج: فيما يتعلق بأسئلة المقالات التي تم الرد عليها، لم يتم الإجابة على 33.5٪ من الأسئلة في المجموع. وقد نجح 188 طالبا من أصل 255 طالبا يمثلون 73.7 في المائة من الطلاب. ومن أصل 78 علامة ل سؤال متعدد الاختيارات، تم تحقيق 46.33، ومن أصل 22 علامة للمقالة 12.9 قد تحققت. وكان النجاح في الأسئلة متعدد الاختيارات، 82.9٪ في حين كان في أسئلة المقال 67.7٪ والفشل في كلا النوعين كان 12.5٪. من أصل 100 سؤال لكل من الأسئلة متعدد الاختيارات و اسئلة المقال، تم الرد على 55.07 ± 7.99 من الأسئلة متعدد الاختيارات و 51.13 ± 15.28 للمقالة. وبشكل عام بلغت نسبة الطلبة الناجحين 73.7٪، وبلغت نسبة الطلبة الفاشلين 26.3٪
 الخلاصة: كان معدل النجاح لكل من الأسئلة متعدد الاختيارات وأسئلة المقال نفسه تقريبا مما أدى إلى معدل نجاح إجمالي 73.7٪ الذي يلبي نتائج الدراسات الأخرى التي أجريت مقارنة نوعي الأسئلة.
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Heggarty, Paula, Peta-Ann Teague, Faith Alele, Mary Adu, and Bunmi S. Malau-Aduli. "Role of formative assessment in predicting academic success among GP registrars: a retrospective longitudinal study." BMJ Open 10, no. 11 (2020): e040290. http://dx.doi.org/10.1136/bmjopen-2020-040290.
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ObjectivesThe James Cook University General Practice Training (JCU GPT) programme’s internal formative exams were compared with the Royal Australian College of General Practitioners (RACGP) pre-entry exams to determine ability to predict final performance in the RACGP fellowship exams.DesignA retrospective longitudinal study.SettingGeneral Practice (GP) trainees enrolled between 2016 and 2019 at a Registered Training Organisation in regional Queensland, Australia.Participants376 GP trainees enrolled in the training programme.Exposure measuresThe pre-entry exams were Multiple-Mini Interviews (MMI), Situational Judgement Test (SJT) and Candidate Assessment and Applied Knowledge Test. The internal formative exams comprised multiple choice questions (MCQ1 and MCQ2), short answer questions, clinical skills and clinical reasoning.Primary outcome measureThe college exams were Applied Knowledge Test (AKT), Key Feature Problems (KFP) and Objective Structured Clinical Examination (OSCE).ResultsCorrelations (r), coefficients of determination (R2) and OR were used as parameters for estimating strength of relationship and precision of predictive accuracy. SJT and MMI were moderately (r=0.13 to 0.31) and MCQ1 and MCQ2 highly (r=0.37 to 0.53) correlated with all college exams (p<0.05 to p<0.01), with R2 ranging from 0.070 to 0.376. MCQ1 was predictive of failure in all college exams (AKT: OR=2.32, KFP: OR=3.99; OSCE: OR=3.46); while MCQ2 predicted failure in AKT (OR=2.83) and KFP (OR=3.15).ConclusionWe conclude that the internal MCQ formative exams predict performance in the RACGP fellowship exams. We propose that our formative assessment tools could be used as academic markers for early identification of potentially struggling trainees.
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Turner, Trevor. "Book ReviewsBest of Five MCQs for MRCPsych Paper 3 Lena Palaniyappan, Rajeev Krishnadas Oxford University Press 2010 Price: £24.95. Pp 253 ISBN: 978 0 19 955361 7." British Journal of Hospital Medicine 71, no. 12 (2010): 716. http://dx.doi.org/10.12968/hmed.2010.71.12.716a.
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Rastogi, Abhinav. "Best of Five MCQs for MRCPsych Papers 1, 2 and 3 Pack Oxford Specialty Training: Revision Texts Lena Palaniyappan & Rajeev Krishnadas Oxford University Press, 2010, £59.95 pb, 960 pp. ISBN 9780199553624." Psychiatrist 35, no. 8 (2011): 320. http://dx.doi.org/10.1192/pb.bp.110.032763.
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Mahmoud Basaffar, Fatima. "The Effect of Implementing Some Generative Learning Model Strategies in Teaching Reading Comprehension." International Journal of English Language Education 5, no. 1 (2017): 42. http://dx.doi.org/10.5296/ijele.v5i1.10612.
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The present study investigates the effect of implementing some Generative Learning Model (GLM) strategies in teaching English as a foreign language (EFL) to foundation year students at King Abdulaziz University (KAU). A total of 120 female students studying English at the English Language Institute (ELI) at KAU preparatory year participated in this study. Participants were divided into two groups, a controlled group and an experimental group. Each group consists of 60 students selected randomly. All students were of the same level at the foundation year according to the institute’s placement test. A reading comprehension pre-test was conducted for the two groups to assure similarities. The test consists of two parts, multiple choice questions (MCQs) and Generative Learning Model question (GLMQs). Generative Learning Model strategies were implemented in class using reading texts that are part of the institute’s curriculum. Students were trained to use some GLM strategies including paraphrasing, generating titles, generating questions, drawing mind-maps and images. Four weeks later, a post-test took place for the experimental as well as for the controlled group. Results indicate a significant improvement in students’ performance as far as the GLMQs were considered. Moreover, a positive attitude was strongly reflected in students’ behavior inside the classroom. In addition, students were asked to reflect on the technique used. Positive feedback was strongly evident in their writings. The method adopted turned the class into an entirely student-centered class. Dealing with challenging reading texts turned to be an exciting experience for both the learners and the teacher.
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Arumugam, Balaji, and K. R. S. Sivapriya. "Hybrid problem based learning: An innovative teaching learning method – Reflective experience." Journal of Education Technology in Health Sciences 8, no. 2 (2021): 68–73. http://dx.doi.org/10.18231/j.jeths.2021.014.
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The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.
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McCay, Layla. "Best of Five MCQs for MRCPsych Paper 3, Lena Palaniyappan & Rajeev Krishnadas, Oxford University Press, 2010, £24.95 pb, 224 pp. ISBN 9780199553617 - How to Pass the MRCPsych CASC, Andrew Iles & Rose Woodall Flavia Leslie, Oxford University Press, 2010, £24.95 pb, 232 pp. ISBN 9780199571703." Psychiatrist 35, no. 1 (2011): 38. http://dx.doi.org/10.1192/pb.bp.110.031690.
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Nomali, Mahin, Akram Sanagoo, Farzaneh Sarayloo, and Leila Mahasti Jouybari. "Classroom Seat Selection from the Perspective of Iranian Medical Sciences` Students and its Relationship with Self-esteem: a Cross Sectional Study." Journal of Medical Research 5, no. 1 (2019): 26–30. http://dx.doi.org/10.31254/jmr.2019.5107.
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Background: Classroom is an important place for university students. Students do not choose their seat at random and many factors may influence their seat selection. On the other hand, where they choose to seat may have a relationship with their self-esteem. Aims and objectives: Determination of classroom seat selection from the perspective of Iranian medical sciences` students and its relationship with self-esteem was the aim of this study. Study Design: We conducted a cross- sectional study. Setting: Different faculties of Golestan University of Medical Sciences (GoUMS, Gorgan, North of Iran) were our study setting. Materials and Methods: 350 students of both sexes and with different fields of study at GoUMS were included in the study by convenience sampling from September to December in 2016. In order to measure university students` perspective, seat selection questionnaire (Cronbach’s alpha =0.82 ) with 9 multiple choice questions (MCQs) was used which answer to each question has been reported with a frequency and percent. Ten- item Rosenberg Self- Esteem (RSE) scale (Cronbach’s alpha=0.74) consisting 5 negative and 5 positive items with 4- point Likert (score of 0 to 3 from completely agree to completely disagree) were used. Range of score was between 0 to 30. Score lower than 15, between 15-25, and more than 25 indicated low, intermediate, and high self- esteem, respectively. Statistics: We analyzed data by SPSS software version 16. Descriptive statistics such as mean, standard deviation (SD), frequency, and partial frequency percentage were used. In order to test the relationship between place and direction of the seat, and self-esteem, the chi-squared test was used with significance level of less than 0.05. Results: 300 out of 350 medical sciences` students with a mean age of 21.5 (2.4) year completed the study (participation rate = 85.7%). 50.3 % of participants were male, and with nursing field of study (28.7%). Proximity to instructor or board, or projector (48.7%) and personal factors such as eyeglasses/hearing aids (19.3%) were the most and the least important factors influencing students` seat selection. And “inability to see/hear properly” was the most important factor that made students change their seats. The majority of students mentioned that they choose the middle of the classroom (43.3%). Low, intermediate and high self- steam were seen among 5 (1.7%), 290 (96.6%), and 5 (1.7%) of students, respectively, and there was no relationship between classroom seat selection and self-esteem of students. Conclusion: From the perspective of Iranian medical sciences` students, classroom seat selection is affected by many factors. And they usually preferred to sit in the middle of the classroom. However, there was no relationship between students seating preferences and self-esteem. Thus, considering to these factors may help instructors and educational policy makers improving the quality of courses, students` performance, and classroom attractiveness.
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Khan, Farrah. "P22 Developing a pharmacology module for the paediatric non-medical prescribing course." Archives of Disease in Childhood 105, no. 9 (2020): e17.2-e18. http://dx.doi.org/10.1136/archdischild-2020-nppg.31.
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IntroductionDemand from local NHS stakeholders identified a gap for a taught education course tailored to the niche requirements of paediatric healthcare staff wishing to become non-medical prescribers. This was seen as an excellent opportunity to review and develop the pharmacology module within the Non-medical Prescribing (NMP) course by giving it a paediatric focus.AimTo develop a pharmacology module with an emphasis on paediatric prescribing that meets the professional requirements of the General Pharmaceutical Council (GPhC), the Nursing and Midwifery Council (NMC) and the Health Care Professions Council (HCPC).MethodKnowledge of curriculum design and structure was utilised in developing the paediatric pharmacology module. This ensured that the underpinning theory of prescribing medicines safely for children was delivered at the right academic level. The content, delivery and learning outcomes were dictated by the Prescribing Competency Framework for All Prescribers (RPS, 2016).1 But the cognitive teaching and learning methods arose from the rigid expectation to meet the regulatory requirements of each professional body. To ensure consistency across the whole NMP programme, the structure of the pharmacology module assessments (both formative and summative) was kept the same. The summative (final) assessments consisted of a multiple choice question (MCQ) paper requiring the students to answer a total of twenty MCQs, with the pass mark set by the regulatory bodies at 80%; a drug calculations paper consisting of five questions with a 100% pass mark; and a 5 minute information giving OSCE (objective structured clinical examination). The whole module was looked at a fresh from a paediatric perspective. The content and timetable were compiled and reviewed jointly by a paediatric pharmacist and a paediatric nurse. Both were experienced academics already teaching on the NMP course. While some of the lectures were delivered by in-house university academic staff, the majority of the sessions were delivered by specialist paediatric guest lecturers who were actively working in their respective clinical fields. This ensured that the knowledge imparted to students was practical, current and relevant to prescribing for children.ResultsAll students had to be practising in paediatrics for a minimum period of two years and have evidence of studying at level 6 (graduate level) or equivalent. The target audience consisted of allied healthcare professionals specialising in paediatrics, including nurses, pharmacists, optometrists, physiotherapists, podiatrists, dieticians and therapeutic radiographers. However, the first cohort of 51 students comprised entirely of paediatric nurses. The majority of students passed each assessment first time. All students passed the 5-minute information giving OSCE, but 25% of the students had to re-sit the pharmacology MCQ paper and 17% had to re-sit the drug calculations paper. Following the resits the remaining students all passed except for one student who failed the course.ConclusionOverall, the course was well received, with positive feedback from most students and stakeholders. Valuable suggestions were also received for further improvements to the course and pharmacology module. These are currently being implemented with intake of students.ReferenceRoyal Pharmaceutical Society ( 2016) A competency framework for all prescribers. Available from: http://www.rpharms.com/Portals/0/RPS%20document%20library/Open%20access/Professional%20standards/Prescribing%20competency%20framework/prescribing-competency-framework.pdf [Accessed 25/6/19]
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Al-Tarawneh, Hussien Ahmad, and Mania Moayyad Mubaslat. "Design and Use of Management Accounting and Control Systems in the Jordanian Universities' Faculties." International Journal of Accounting and Financial Reporting 1, no. 1 (2012): 242. http://dx.doi.org/10.5296/ijafr.v1i1.773.
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Drawing on upper echelon theory and focusing on the context of higher education reforms in Jordan within new public management in university faculties/colleges, this study investigates the diagnostic versus interactive uses of management control systems by Deans/Pro-Vice Chancellors of Faculties/Colleges (hereafter called Faculty PVCs). It seeks to identify how the professional and experiential characteristics of these senior academic executives and the structure of their Faculty, impact on their managerial and collegial orientation as reflected in their approach to using management controls. A mail survey of Faculty PVCs is conducted amongst a census of all Faculties/Colleges of all universities in Jordan. Supplementing this survey are semi-structured interviews with the PVC of the business and science Faculty at a large Jordanian university. Results reveal that PVCs who have had a longer career in higher education tend to use MCSs more interactively (or collegially). There is also evidence that as PVCs hold their current position for longer periods; they tend to move from an early diagnostic use of MCSs to a subsequent interactive use. Further, the higher the complexity of a Faculty the more PVC will adopt an interactive approach to MCS use. Other PVC and Faculty characteristics did not reveal patterns of significant influence on the interactive or diagnostic use of MCSs. A key revelation from interviews is that PVCs will give over-riding importance to meeting centrally-set diagnostically-focused KPI, but still take a collegial approach within their Faculty to the broader use of MCSs. The findings lend limited support to upper echelons theory, but provide grounding for further research into the impact that a managerial versus a collegial approach by PVCs/Deans may have on their Faculty’s growth in innovative capacities, teaching qualities or financial strength.
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Newton, Sarah E., Margaret Harris, and Laura Pittiglio. "Constructivist Philosophy and Nursing Student Medication Calculations." Research and Theory for Nursing Practice 27, no. 2 (2013): 88–94. http://dx.doi.org/10.1891/1541-6577.27.2.88.
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Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.
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Lin, Guo, Bart Geerts, Zhien Wang, Coltin Grasmick, Xiaoqin Jing, and Jing Yang. "Interactions between a Nocturnal MCS and the Stable Boundary Layer as Observed by an Airborne Compact Raman Lidar during PECAN." Monthly Weather Review 147, no. 9 (2019): 3169–89. http://dx.doi.org/10.1175/mwr-d-18-0388.1.
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Abstract Small-scale variations within the low-level outflow and inflow of an MCS can either support or deter the upscale growth and maintenance of the MCS. However, these small-scale variations, in particular in the thermodynamics (temperature and humidity), remain poorly understood, due to a lack of detailed measurements. The compact Raman lidar (CRL) deployed on the University of Wyoming King Air aircraft directly sampled temperature and water vapor profiles at unprecedented vertical and along-track resolutions along the southern margin of a series of mature nocturnal MCSs traveling along a frontal boundary on 1 July 2015 during the Plains Elevated Convection at Night (PECAN) campaign. Here, the capability of the airborne CRL to document interactions between the MCS inflow and outflow currents is illustrated. The CRL reveals the well-defined boundary of a cooler current. This is interpreted as the frontal boundary sharpened by convectively induced cold pools, in particular by the outflow boundary of the downstream MCS. In one CRL transect, the frontal/outflow boundary appeared as a distinct two-layer structure of moisture and aerosols formed by moist stable boundary layer air advected above the boundary. The second transect, one hour later, reveals a single sloping boundary. In both cases, the lofting of the moist stably stratified air over the boundary favors MCS maintenance, through enhanced elevated CAPE and reduced CIN. The CRL data are sufficiently resolved to reveal Kelvin–Helmholtz (KH) billows and the vertical structure of the outflow boundary, which in this case behaved as a density current rather than an undular bore.
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Farcis, Fenno. "THE EFFECTIVENESS OF MCTS LEARNING MODEL TO IMPROVE CRITICAL THINKING SKILLS AND DISPOSITION." JPPS (Jurnal Penelitian Pendidikan Sains) 8, no. 2 (2019): 1713. http://dx.doi.org/10.26740/jpps.v8n2.p1713-1721.
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MCTS learning model (Making Critical Thinking Students) is a learning model that refers to self regulated learning and uses ICT as a learning media. The purposes of this study was to analyze the effectiveness of the MCTS model to improving the critical thinking skills and disposition of students. This research was carried out to physics education students of Palangka Raya University who was attended the research methodology lecture. The effectiveness of the MCTS learning model is based on (1) the results of critical thinking skills and disposition of students and (2) students respons to the model. The results of the study show that critical thinking skills of physics education students at Palangka Raya University have increased significantly, with α = 5%, N-gain average critical thinking skills are consistently at very high criteria. Critical thinking disposition of learning a significant increase in positive criteria. Physics education students at Palangka Raya University averaged 95.33% giving a positive respons to MCTS learning model and its devices. Conclusion based on the results of the study of the effectiveness of the MCTS learning model is effective applied in learning to improve the critical thinking skills and disposition of physics education students of Palangka Raya University as a candidate physics teachers.
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Kumar, Gourav, Niraj Kumar Sah, and Navreet Boora. "Assessment of Knowledge and Attitude of Infection Control among Paramedical Students." International Journal of Research and Review 8, no. 6 (2021): 340–46. http://dx.doi.org/10.52403/ijrr.20210643.
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Background: Nosocomial contamination control is vital in any medical clinic to keep away from odds of cross-disease or communication of disease to different patients. Mixed breed disease could be characterized as the communication of irresistible specialists among patients and staff inside a clinical atmosphere. Objectives: 1. To assess the information and perspectives of paramedical understudies at medical clinics to disease that ought to be followed regularly. 2. To see whether radiography understudies know about the presence of convention and enactment concerning nosocomial contamination control. Methods: This prospective, questionnaire, comparative study was conducted at College of Paramedical Sciences, Teerthanker Mahaveer University, Delhi road Moradabad, Uttar-Pradesh for period of one year. A validated questionnaire was circulated among Paramedical students. The survey include multiple choice questions (MCQs) related to demographic characteristics (Age, Gender), academic qualification and survey the degree of information and mentality of nosocomial contamination control among paramedical understudies. Result: In this study assessment the knowledge and attitude of Infection control among paramedical students and we have concluded the exact mean value of all respondent in which there positively correct answer according to included three programmes like radiological imaging techniques, Medical lab techniques, and Optometry and in which there were response for radiological imaging techniques (73%), Medical Lab Techniques (88%) and Optometry (82%). So then we concluded that Medical lab techniques have more knowledge compared to radiological imaging techniques and Optometry. The result of this study was not satisfied knowledge of respondents. Study conclude that there should be proper lecture and theory classes for the conduction of knowledge about nosocomial infection control. Among all three courses, Radiology imaging techniques, medical lab techniques, and Optometry, in 374 participants, and in which participated students have knowledge about paramedical students are at risk of infection 79.1% of students correct answered and the 20.9% students gave incorrect answered . Conclusion: Among all the subjects, most of them were aware and had a positive attitude toward (78%) nosocomial infection control. The knowledge of nosocomial infection control was good among the respondents since most of them have done undergone prior nosocomial infection academic or performed nosocomial infection control by self-precautions. The respondents had good knowledge for nosocomial infection control and we were involved in three programmes of paramedical college including Radiological imaging techniques, Medical lab techniques, and Optometry and in which entire participants were 374 and in which 78% were positive knowledge and 22% negative knowledge. Keywords: Infection, Microorganism, Sterilization, Nosocomial infection, PPE, SICP, PUI.
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Ahmed, Saeed, Nabeel Qamar, Naveed Mansoori, and Sajila Bano. "Student perception regarding using of MCQ’s (multiple choice questions) as a classroom assessment technique." Professional Medical Journal 27, no. 01 (2020): 57–61. http://dx.doi.org/10.29309/tpmj/2019.27.01.3204.
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Objectives: To find out the students perception on using multiple choice questions as a classroom assessment technique. Study Design: Cross sectional Study. Setting: University of Hail, Saudi Arabia. Period: 6 months from January 2018 to June 2018. Material & Methods: At the end of each scheduled class, students are provided with four MCQ's on the same topic which was delivered in the lecture and 3 minutes were given to solve the MCQ’s. Data was collected from 4th and 6th year MBBS students. A self-structured questionnaire regarding class assessment techniques was also administered, after completion of Surgery and Clinical Skill module. Results: Out of 80 MBBS students, 50% were selected from 4th year and 6th year respectively. Response of most of the students were positive 59 (73.8%) in classroom assessment techniques effects on student discipline. Majority of the student’s 70 (87.5%) respond positive effects on student’s interest to subject and 64 (80%) reported positive effects on student’s assessment. Suggestion about participating classroom assessment technique were found to be positive in 61 (76.2%). Data was analysed by using SPSS version 20. Conclusion: Student’s perception on using multiple choice questions as a classroom assessment technique was found to be more positive.
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Drew, Jennifer C., Sebastian Galindo-Gonzalez, Alexandria N. Ardissone, and Eric W. Triplett. "Broadening Participation of Women and Underrepresented Minorities in STEM through a Hybrid Online Transfer Program." CBE—Life Sciences Education 15, no. 3 (2016): ar50. http://dx.doi.org/10.1187/cbe.16-01-0065.
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The Microbiology and Cell Science (MCS) Department at the University of Florida (UF) developed a new model of a 2 + 2 program that uses a hybrid online approach to bring its science, technology, engineering, and mathematics (STEM) curriculum to students. In this paradigm, 2-year graduates transfer as online students into the Distance Education in MCS (DE MCS) bachelor of science program. The program has broadened access to STEM with a steadily increasing enrollment that does not draw students away from existing on-campus programs. Notably, half of the DE MCS students are from underrepresented minority (URM) backgrounds and two-thirds are women, which represents a greater level of diversity than the corresponding on-campus cohort and the entire university. Additionally, the DE MCS cohort has comparable retention and academic performance compared with the on-campus transfer cohort. Of those who have earned a BS through the DE MCS program, 71% are women and 61% are URM. Overall, these data demonstrate that the hybrid online approach is successful in increasing diversity and provides another viable route in the myriad of STEM pathways. As the first of its kind in a STEM field, the DE MCS program serves as a model for programs seeking to broaden their reach.
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Ramli, Suzaimah, Muslihah Wook, Aminulhaq Ghazali, Roziyah Ahmad, Norulzahrah Mohd Zainudin, and Noor Afiza Mat Razali. "Correlation between Military Character Strengths and Leaders of Character in Software Development Process among Computer Science Students." International Journal of Information and Education Technology 10, no. 10 (2020): 763–67. http://dx.doi.org/10.18178/ijiet.2020.10.10.1455.
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The National Defence University of Malaysia (NDUM) is the sole provider of tertiary education for future military personnel. As a boutique university, NDUM emphasises on developing military character strengths among its students in all aspects of co-curricular and academic curriculum. This paper will present the relationship between Military Character Strengths (MCS) and the software development process (SDP), as part of the Final Year Project (FYP) for Computer Science students at the Faculty of Defence Science and Technology. This study has analysed the formation of an outstanding and successful NDUM student, which can be influenced by the MCS. NDUM has outlined the characteristics of its ideal graduates, known as the 'Leaders of Character' (LoC). The results showed that MCS are important attributes of LoC implementation. The results further showed that there was a correlation between MCS and LoC in software development process for Computer Science students in NDUM.
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Boys, John T., and Grant A. Covic. "The Inductive Power Transfer Story at the University of Auckland." IEEE Circuits and Systems Magazine 15, no. 2 (2015): 6–27. http://dx.doi.org/10.1109/mcas.2015.2418972.
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Y, Ahmadi, Babatabar H, Asadzandi M, and Sepandi M. "Investigating the Relationship between Demographic Characteristics and Life Style of Medical University Students in a Military Medical University." Military Caring Sciences 7, no. 1 (2020): 17–25. http://dx.doi.org/10.29252/mcs.7.1.17.
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Kiesewetter, Barbara, Markus Raderer, Guenther G. Steger, et al. "The European Society for Medical Oncology Magnitude of Clinical Benefit Scale (ESMO-MCBS) in daily practice: A real-life feasibility analysis at the Medical University Vienna." Journal of Clinical Oncology 35, no. 15_suppl (2017): e18151-e18151. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.e18151.
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e18151 Background: The ESMO-MCBS constitutes a new tool to quantify the clinical benefit that may be anticipated from a novel anticancer treatment based on original data from randomized or controlled trials. In contrast to comparable concepts, this score appears somehow unique as it concentrates on the clinical benefit for the individual patient irrespective of socioeconomic factors. Being introduced 2015; the MCBS has excited great public interest in Europe in the last year. We present here the first feasibility analysis of the MCBS under real-life conditions at the Medical University Vienna (MUV), one of Europe’s largest centers. Methods: This study evaluated systematically the practicability of the MCBS for advanced/metastatic malignant diseases treated at the MUV ( > 15 tumor entities). A 3-step approach including data analysis of regimens in regular use, assessment of scores (1 = not recommended to 5 = highly recommended) and evaluation of results with a focus on clinical feasibility was applied. Results: In the majority of tumor entities and clinical settings the assessed MCBS scores were consistent with our daily practice and particularly with our 1st line standards for common tumors like metastatic breast-, colorectal- or lung cancer. However, there were certain limitations including orphan diseases with a lack of randomized data (e.g. rare sarcoma subtypes) or tumor entities with cascade like treatment settings (e.g. colorectal cancer). Interestingly, new immunomodulatory approaches and checkpoint inhibitors in particular, scored strikingly high in comparison to conventional chemo due to a favorable toxicity profile, positive influence on quality of life and strong efficacy data in many cases. A broad selection of data will be presented at the meeting. Conclusions: Our analysis encompasses a wide range of tumor entities and clinical settings and reflects the daily experience of a university clinic. Mostly, the MCBS scores supported treatment decisions based on the clinical benefit to be expected from a novel therapy and might also support socioeconomic questions exemplified by high scoring of immunomodulatory approaches.
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Newkirk, K. M., and B. W. Rohrbach. "A Retrospective Study of Eyelid Tumors from 43 Cats." Veterinary Pathology 46, no. 5 (2009): 916–27. http://dx.doi.org/10.1354/vp.08-vp-0205-n-fl.
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Submissions to the University of Tennessee pathology service from June 1999 to June 2008 were searched for feline cases of tumors involving the eyelids or nictitans. Forty-three tumors were identified. The average age at diagnosis was 10.4 years. Significantly more males than females had eyelid tumors. There were 12 squamous cell carcinomas (SCCs), 11 mast cell tumors (MCTs), 6 hemangiosarcomas (HSAs), 4 adenocarcinomas (ACAs), 3 peripheral nerve sheath tumors (PNSTs), 3 lymphomas, 3 apocrine hidrocystomas (AHCs), and 2 hemangiomas. Cats with MCTs were significantly younger than cats with all other tumor types combined. In contrast, cats with SCCs were significantly older than cats with other tumor types. The HSAs and SCCs were significantly more likely than other tumors to occur in nonpigmented areas. The MCTs, HSAs, AHCs, and hemangiomas did not recur after surgical excision. In contrast, the lymphomas, ACAs, SCCs, and PNSTs frequently recurred and/or resulted in death or euthanasia of the cat. The SCCs were significantly more likely to recur than the MCTs. The average survival time for cats with SCCs was 7.4 months. Although eyelid MCTs have been reported in cats, the prevalence in this study is much higher than previously described.
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Franco, Bibiana Edivey Castro, and Jaime Alberto Carmona Parra. "Masculinity in Universities: State of the Art." Masculinities & Social Change 10, no. 1 (2021): 77. http://dx.doi.org/10.17583/mcs.2021.5487.
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This article provides the result of a review of existing masculinity research within the university context. The objective of the present study was to determine the topics of analysis, characteristics, and tendencies of recent studies in this field. A search was performed in Scopus and Ebsco, using the search terms: masculinity and university students, which yielded 72 studies for analysis. The most commonly-explored topics among the investigations reviewed were as follows: the construction of masculinity, masculine social norms and gender stereotypes, romantic relationships, masculinity and health, attitudes toward sexual minorities and their effects, masculinity and violence, and masculinity and alcohol consumption. It was concluded that the shaping of masculinity in the university environment is a complex experience, influenced by the intermixing of traditional masculinity and vested with cultural, social, historical, and personal factors.
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Martin-Sardesai, Ann. "Institutional entrepreneurship and management control systems." Pacific Accounting Review 28, no. 4 (2016): 458–70. http://dx.doi.org/10.1108/par-02-2016-0015.
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Purpose This study aims to explore how management control systems (MCS) compliment institutional entrepreneurship. It provides a case illustration of how the Vice Chancellor (VC) as an institutional entrepreneur used MCS to bring about a change in an Australian public sector university in anticipation of an externally imposed research assessment exercise. Design/methodology/approach This case study gathered qualitative data through key informant interviews (including deputy VCs, research managers, executive deans and heads of departments) and a review of university and other electronic policy-related documents. Findings The study contributes to an understanding of the external environment that drives university leaders to become institutional entrepreneurs, and what they precisely do to facilitate the internal dynamic change in line with political demands. Research limitations/implications Being a single case study, care should be taken in generalizing the findings. However, it raises significant issues that deserve further attention, for example, the impact of change on the working life of academics. Practical implications The research study identifies the proposed imposition of a research assessment exercise as an enabling condition under which an institutional entrepreneur could promote and activate a new vision. It provides useful insights for other universities operating in the rapidly changing environment. Originality/value In identifying the way institutional entrepreneurs bring about change by promoting a vision and operationalizing it through MCS, the research study extends literature on institutional entrepreneurship MCS and organizational change.
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Song Jia, Yan Wang, Yuan Wang, and Weixin Gai. "Teaching Practice in Circuits and Systems Courses at Peking University: A Curriculum and Pedagogical Perspective." IEEE Circuits and Systems Magazine 14, no. 3 (2014): 45–54. http://dx.doi.org/10.1109/mcas.2014.2333620.
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Yun, Hyung-Jun. "A Qualitative Study on the Adaptation and Support to University of the Second Generation of Multiculturalism." Journal of Multi-Cultural Contents Studies 35 (December 31, 2020): 225–51. http://dx.doi.org/10.15400/mccs.2020.12.35.225.
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Kinaschuk, Katie, Sabin J. Bozso, Kieran Halloran, Ali Kapasi, Kathy Jackson, and Jayan Nagendran. "Mechanical Circulatory Support as a Bridge to Lung Transplantation: A Single Canadian Institution Review." Canadian Respiratory Journal 2017 (2017): 1–5. http://dx.doi.org/10.1155/2017/5947978.
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Background. Lung transplant (LTx) waitlists continue to grow internationally. Consequently, more patients are progressing to require mechanical circulatory support (MCS) as a bridge to transplantation (BTT). MCS strategies include interventional lung assist (iLA) and venovenous (VV) and venoarterial (VA) extracorporeal membrane oxygenation (ECMO). We review our series of patients bridged with MCS while listed for LTx. Methods. All consecutive patients, listed for LTx requiring MCS as a BTT at the University of Alberta from 2004 to 2015, were included. Patient demographics and outcomes were compared for the 3 groups (iLA, VV-ECMO, and VA-ECMO). Results. Of the 24 patients supported with MCS devices, 17 were successfully transplanted and 7 died waiting. In total, 25% (n=6) were bridged with VA-ECMO, 54% (n=13) with VV-ECMO, and 21% (n=5) with iLA. Overall, 71% of patients were bridged successfully to LTx. The 1-year survival posttransplantation was 88%. Conclusion. We have demonstrated the feasibility of utilizing the MCS modalities of VA-ECMO, VV-ECMO, and most recently iLA, as a BTT. MCS is a viable strategy for BTT, offering improved survival outcomes for decompensating adult patients awaiting LTx, resulting in excellent survival posttransplantation.