Relationship Between Case Question Prompt Format and the Quality of Responses

Medina, Melissa S.

doi:10.5688/aj740229

Cited by 14 publications

(13 citation statements)

References 13 publications

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“…Case based evaluation items format have the distinct advantage over noncase based format as it can simulate realistic decision-making scenarios and allow student to attempt to solve problems and find alternative plans using individualized detailed information [1,3,11].MCQs are a popular assessment item type where the examinee has to choose the correct answer to the "stem" question from multiple possible answers. Properly constructed MCQs allow the examiner to serve and cover a variety of learning objectives [3,9,12].…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of the Effect of Items’ Format and Type on Psychometric Properties of Sixth Year Pharmacy Students Clinical Clerkship Assessment Items

AlKhatib

Brazeau

Akour

et al. 2020

Preprint

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Background Examinations are the traditional assessment tools. In addition to measurement of learning, exams are used to guide the improvement of academic programs. The current study attempted to evaluate the quality of assessment items of sixth year clinical clerkships examinations as a function of assessment items format and type/structure and to assess the effect of the number of response choices on the characteristics of MCQs as assessment items. Methods A total of 173 assessment items used in the examinations of sixth year clinical clerkships of a PharmD program were included. Items were classified as case based or noncase based and as MCQs or open-ended. The psychometric characteristics of the items were studied as a function of the Bloom’s levels addressed, item format, and number of choices in MCQs. Results Items addressing analysis skills were more difficult. No differences were found between case based and noncase based items in terms of their difficulty, with a slightly better discrimination in the latter . Open-ended items were easier, yet more discriminative. MCQs with higher number of options were easier. Open-ended questions were significantly more discriminative in comparison to MCQs as case based items while they were more discriminative as noncase based items. Conclusion Item formats, structure, and number of options in MCQs significantly affected the psychometric properties of the studied items. Noncase based items and open-ended items were easier and more discriminative than case based items and MCQs, respectively. Examination items should be prepared considering the above characteristics to improve their psychometric properties and maximize their usefulness.

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Section: Introductionmentioning

confidence: 99%

“…While the quality of assessment items of different formats and types (case based learning, MCQs, and openended items) has been addressed by many authors [3,11,10,[14][15][16][17][18], there are only two studies [3,19] that attempted to compare the quality of case based and noncase based assessment items.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Effect of Items’ Format and Type on Psychometric Properties of Sixth Year Pharmacy Students Clinical Clerkship Assessment Items

AlKhatib

Brazeau

Akour

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…While the quality of assessment items of different formats and types (case based learning, MCQs, and open-ended items) has been addressed by many authors [3,11,10,[14][15][16][17][18], there are only two studies [3,19] that attempted to compare the quality of case based and noncase based assessment items.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Effect of Items’ Format and Type on Psychometric Properties of Sixth Year Pharmacy Students Clinical Clerkship Assessment Items

AlKhatib

Brazeau

Akour

et al. 2020

Preprint

View full text Add to dashboard Cite

Background Examinations are the traditional assessment tools. In addition to measurement of learning, exams are used to guide the improvement of academic programs. The current study attempted to evaluate the quality of assessment items of sixth year clinical clerkships examinations as a function of assessment items format and type/structure and to assess the effect of the number of response choices on the characteristics of MCQs as assessment items . Methods. A total of 173 assessment items used in the examinations of sixth year clinical clerkships of a PharmD program were included. Items were classified as case based or noncase based and as MCQs or open-ended. The psychometric characteristics of the items were studied as a function of the Bloom’s levels addressed, item format, and number of choices in MCQs. Results . Items addressing analysis skills were more difficult. No differences were found between case based and noncase based items in terms of their difficulty, with a slightly better discrimination in the latter . Open-ended items were easier, yet more discriminative. MCQs with higher number of options were easier and more discriminative. Open-ended questions were significantly easier and more discriminative in comparison to MCQs as case based items while they were more difficult and more discriminative as noncase based items. Conclusion. Item formats, structure, and number of options in MCQs significantly affected the psychometric properties of the studied items. Noncase based items and open-ended items were easier and more discriminative than case based items and MCQs, respectively. Examination items should be prepared considering the above characteristics to improve their psychometric properties and maximize their usefulness.

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“…Branched, or "choose your own adventure-style" cases in which students are supplied patient information in stages may be more realistic but can still provide too much information up front as compared to actual practice. 7 Computer simulation can help to overcome this limitation as they offer an environment where students can solve problems as they would in actual practice -by seeking information from the patient and/or the medical record in real time and responding accordingly. 8 An additional advantage of computer simulations, particularly for novice learners, is that they allow students to practice exercises multiple times without the risk of causing harm to a patient.…”

Section: Introductionmentioning

confidence: 99%

Integration of a Community Pharmacy Simulation Program into a Therapeutics Course

Shin

Tabatabai

Boscardin

et al. 2018

American Journal of Pharmaceutical Education

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Objective. To demonstrate the feasibility of integrating the computer simulation, MyDispense, into a therapeutics course and to measure its effects on student perception and learning. Methods. We conducted a prospective study with an experimental phase and an implementation phase. In the first phase, students were randomized to complete a therapeutics case using MyDispense or traditional paper methods in class. In the second phase, all students completed two therapeutic cases using MyDispense in class with the option to complete four additional outside-of-class cases using MyDispense. Students completed pre-and post-tests in class and three surveys. Results. In the experimental phase, mean test scores increased from pre-to post-test for both MyDispense and traditional paper groups, but the difference between the groups was not statistically significant. Students in the traditional paper group reported statistically significant gains in confidence compared to the MyDispense group. In the implementation phase, mean test scores again increased, however, student perception of the use of MyDispense for therapeutics was negative. Completing the optional outside-of-class cases, however, was positively and significantly correlated with the midterm and final examination scores. Conclusion. Implementation of MyDispense in therapeutics may be feasible and has positive effects (eg, correlation with exam scores, capacity for immediate feedback, and potential for effective self-study). With short-term use and in the absence of assessment methods that also require seeking information from patients, students prefer to learn via traditional paper cases.

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Relationship Between Case Question Prompt Format and the Quality of Responses

Cited by 14 publications

References 13 publications

Evaluation of the Effect of Items’ Format and Type on Psychometric Properties of Sixth Year Pharmacy Students Clinical Clerkship Assessment Items

Evaluation of the Effect of Items’ Format and Type on Psychometric Properties of Sixth Year Pharmacy Students Clinical Clerkship Assessment Items

Evaluation of the Effect of Items’ Format and Type on Psychometric Properties of Sixth Year Pharmacy Students Clinical Clerkship Assessment Items

Integration of a Community Pharmacy Simulation Program into a Therapeutics Course

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