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Patients don't come with multiple choice options: essay-based assessment in UME
Jeffrey B Bird1, Doreen M Olvet1, Joanne M Willey1
1Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell , Hempstead , NY , USA.
Medical Education Online
|August 24, 2019
Summary
Context-rich short answer questions (CR-SAQ) in medical school assessments support learning, with students preferring them over multiple-choice questions. Faculty noted benefits but raised concerns about feasibility and reproducibility.
Area of Science:
- Medical Education
- Assessment Methods
- Learner-Centered Pedagogy
Background:
- Curricular reforms emphasize learner-centered approaches and active learning.
- There is a need for assessment methods that promote learning and are learner-centered.
- Context-rich short answer questions (CR-SAQ) are proposed as a potential solution.
Purpose of the Study:
- To evaluate CR-SAQ exams in preclinical medical education.
- To determine if CR-SAQ exams align with assessment for learning criteria.
- To gather student and faculty perceptions of CR-SAQ exams.
Main Methods:
- Mixed-method design utilizing surveys for students and faculty.
- Quantitative analysis of survey responses.
- Thematic analysis of open-ended responses within the assessment for learning framework.
Main Results:
- 54% of students preferred CR-SAQ over multiple-choice questions (MCQ).
- Student feedback indicated CR-SAQ aligns with assessment for learning criteria (acceptability, authenticity, educational effect, cueing effect).
- Faculty acknowledged benefits but raised concerns regarding feasibility, acceptability, and reproducibility.
Conclusions:
- CR-SAQ assessment strategy supports assessment for learning in undergraduate medical education.
- CR-SAQ exams offer benefits and drawbacks, impacting physician development.
- Further research may be needed to address faculty concerns on feasibility and reproducibility.