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Assessment of spatial anatomical knowledge with a 'three-dimensional multiple choice test' (3D-MC)
Sebastian Schubert1, Kai P Schnabel, Andreas Winkelmann
1Assessment Division and Reformed Medical Curriculum, Working Group, Deanery of Student Affairs, Charité Universitatsmedizin Berlin, Berlin, Germany. sebastian.schubert@charite.de
Medical Teacher
|March 3, 2009
Summary
The 3D-MC, a new anatomy assessment, is feasible and reliable. This three-dimensional multiple choice test effectively evaluates anatomical knowledge and is well-received by students.
Area of Science:
- Medical Education
- Anatomy Assessment
- Histology Evaluation
Background:
- Traditional text-only multiple choice questions (MCQs) inadequately assess anatomical and histological knowledge.
- MCQs may promote rote memorization over deeper understanding.
- Existing psychometric data for alternative
- tag tests
- is limited.
Purpose of the Study:
- To implement and assess the feasibility of a 3D-MC test using diverse anatomical resources.
- To evaluate the psychometric properties and student acceptance of the 3D-MC.
- To compare the 3D-MC with traditional MCQs.
Main Methods:
- A 3D-MC test was developed using prosected specimens, histological slides, models, and radiographs.
- Psychometric properties, including reliability and correlation with traditional MCQs, were analyzed.
- Student acceptance was gauged through surveys.
Main Results:
- The 3D-MC test was successfully implemented without major issues.
- The 3D-MC demonstrated higher mean scores (75%) compared to traditional MCQs (64%).
- Strong correlation (r=0.814) and good reliability (0.665 for 30 items) were found; student acceptance was high.
Conclusions:
- The 3D-MC is a feasible, reliable, and well-accepted method for assessing anatomical knowledge.
- Further research is needed to determine if the increased cost of 3D-MC is justified by its assessment capabilities.
- The 3D-MC may assess different knowledge and abilities compared to photograph-based MCQs.
