Background:Most of the academic teachers use four or five options per item of multiple choice question (MCQ) test as formative and summative assessment. Optimal number of options in MCQ item is a matter of considerable debate among academic teachers of various educational fields. There is a scarcity of the published literature regarding the optimum number of option in each item of MCQ in the field of medical education.Objectives:To compare three options, four options, and five options MCQs test for the quality parameters – reliability, validity, item analysis, distracter analysis, and time analysis.Materials and Methods:Participants were 3rd semester M.B.B.S. students. Students were divided randomly into three groups. Each group was given one set of MCQ test out of three options, four options, and five option randomly. Following the marking of the multiple choice tests, the participants’ option selections were analyzed and comparisons were conducted of the mean marks, mean time, validity, reliability and facility value, discrimination index, point biserial value, distracter analysis of three different option formats.Results:Students score more (P = 0.000) and took less time (P = 0.009) for the completion of three options as compared to four options and five options groups. Facility value was more (P = 0.004) in three options group as compared to four and five options groups. There was no significant difference between three groups for the validity, reliability, and item discrimination. Nonfunctioning distracters were more in the four and five options group as compared to three option group.Conclusion:Assessment based on three option MCQs is can be preferred over four option and five option MCQs.
Background:It is postulated that integrated teaching method may enhance retention of the knowledge and clinical applicability of the basic sciences as compared to the didactic method.Aim:The present study was undertaken to compare the integrated teaching method with the didactic method for the learning ability and clinical applicability of the basic sciences.Materials and Methods:The 2nd year MBBS students were divided into two groups randomly. The study was conducted into two stages. In the first stage, conventional didactic lectures on hypertension (HT) were delivered to one group and multidisciplinary integrated teaching to another group. For the second stage, diabetes mellitus groups were swapped. Retention of the knowledge between the groups were assessed through a multiple choice questions (MCQ) test. Feedback of the students and faculty was obtained on a 5 point Likert scale. For the comparison, student's data were regrouped into four groups, i.e., integrated HT, didactic HT, integrated diabetes and didactic diabetes.Results:There was no significant difference of MCQ score between integrated HT, didactic HT, and integrated diabetes group. However, the score obtained in didactic diabetes was significantly more (P = 0.00) than other groups. Majority of the students favored integrated teaching for clinical application of basic science and learning of the skill for the future clinical practice. Faculties considered integrated method as a useful method and suggested frequent use of this method.Conclusion:There was no clear difference in knowledge acquisition; however, the students and faculties favored integrated teaching method in the feedback questionnaire.
Background: In India, sizeable population of pregnancies are either unplanned or unwanted and thus these pregnancies add to the population burden or the women may resort to pregnancy termination by traditional or harmful methods leading to serious health consequences. Emergency contraception, developed from trials and research during the past 10 years with aim to cut down the occurrence of unwanted and unintended pregnancies and abortion is one most important step being taken to solve the problem.
Aims and Objectives: The objectives of the study were to assess the awareness regarding contraception and emergency contraceptive pills among female patients of reproductive age group and to evaluate any association between marital status, type of family and family member as a sister, education, and awareness about contraception and emergency contraceptive pills.
Materials and Methods: A cross-sectional study was conducted among women of reproductive age group over a period of 3 months after obtaining written informed consent. Data were collected regarding demographic parameters, knowledge of different contraceptive measures, and emergency contraceptive pills using an anonymous pretested structured questionnaire. Statistical analysis was done using Microsoft Excel sheet and Medcalc software.
Results: A total of 253 women were included in the study. Majority of them were married (94.5%), literate (74.7%), belong to joint family (71.5%), having no history of abortion (69.2%), and having sister in their family (76.7%). About 67.2% know contraceptive methods and the most common source of information was a hospital (58.3%). About 15% were aware of emergency contraceptive pills and audio-visual (71%) is the most common source of information. Awareness about contraception was more in literate women and opposite to this awareness about emergency contraceptives pills was more in illiterate women. Those having sister in their family having more knowledge about contraception and emergency contraceptive pills.
Conclusions: Awareness about emergency contraceptive pills is very low. Education can play important role either directly or indirectly to create awareness about emergency contraceptive pills.
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