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The modified essay question: effect of author location on student performance
Medical Education
|July 1, 1986
Summary
University-trained students consistently outperform peers on modified essay questions (MEQs), even when affiliate teachers develop exams. This suggests teaching site, not just exam creation, impacts family medicine clerkship performance.
Area of Science:
- Medical Education
- Family Medicine
- Assessment Methods
Background:
- The Department of Family Medicine at Jefferson Medical College has used modified essay questions (MEQs) for evaluating third-year clerkship students since 1976.
- Prior studies showed university-based family practice center (FPC) students scored higher on MEQs than those at affiliated FPCs.
Purpose of the Study:
- To investigate whether university teachers developing and grading examinations contributed to higher student scores.
- To determine the impact of the teaching site on student performance in the family medicine clerkship.
Main Methods:
- Modified essay questions (MEQs) were developed by affiliate teachers for half of the final examinations during the 1982-83 academic year.
- Student performance was compared between university-trained and affiliated-trained groups.
Main Results:
- University-trained students continued to achieve higher scores on MEQs, irrespective of who developed the examinations.
- The hypothesis that university teachers' involvement in exam creation was the sole reason for higher scores was not supported.
Conclusions:
- The location of the clerkship, rather than solely the examination development process, significantly influences student performance.
- The Department of Family Medicine reverted to its policy of university teachers developing final examinations due to consistent findings and administrative efficiency.