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Effectiveness of e-Learning in a Medical School 2.0 Model: Comparison of Item Analysis for Student-Generated vs.
Bryan W Janzen1, Connor Sommerfeld2, Adrian C C Gooi1
1Max Rady College of Medicine, University of Manitoba, Winnipeg, Canada.
Studies in Health Technology and Informatics
|February 12, 2019
Summary
Student-generated multiple-choice questions (MCQs) demonstrate comparable item discrimination to faculty-generated MCQs, indicating similar effectiveness in assessing student knowledge. However, student questions were found to be statistically more difficult.
Area of Science:
- Medical Education
- Assessment and Evaluation
Background:
- Student-generated questions (SGQs) are increasingly explored for learning and exam bank enhancement.
- Limited research compares the performance of SGQs against faculty-generated questions (FGQs).
Purpose of the Study:
- To compare the item discrimination of student-generated multiple-choice questions (MCQs) with faculty-generated MCQs.
- To evaluate if SGQs created using mobile audience response systems and online discussion boards perform similarly to FGQs.
Main Methods:
- A team-based learning session facilitated the creation of 113 SGQs.
- A 20-question MCQ quiz, comprising 10 SGQs and 10 FGQs, was administered to second-year medical students.
- Item analysis, including point-biserial scores and item difficulty, was conducted on the quiz results.
Main Results:
- No significant difference was found in point-biserial scores between SGQs (0.31) and FGQs (0.36) (p=0.14).
- 90% of SGQs and 100% of FGQs met a point-biserial score cutoff of >0.2.
- SGQs exhibited statistically higher difficulty (Item Difficulty 0.46) compared to FGQs (0.69) (p=0.003).
Conclusions:
- Student-generated MCQs exhibit similar item discrimination to faculty-generated MCQs.
- SGQs may present a greater challenge to students, suggesting potential for enhanced learning or assessment rigor.
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