The assessment of an examination in pathology consisting of multiple-choice, practical and short essay questions

Rothman, Arthur I.; Kerenyi, N

doi:10.1111/j.1365-2923.1980.tb02378.x

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…Rothman & Kerenyi (1980) report that for second‐year medical students at the University of Toronto, correlation coefficients between practical examination scores and multiple choice marks in the first‐ and second‐term examinations in pathology were 0.46 and 0.55, respectively ( n =250). The corresponding correlations obtained for the whole 1981 class of anatomy students at the University of Cape Town (Population II) are comparable ( n =154).…”

Section: Resultsmentioning

confidence: 99%

Spatial learning disabilities and underachievement among university anatomy students

1985

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In this study the relationship between underachievement in anatomy and spatial ability (both geometrical and anatomical) is investigated. Subjects were second-year medical students at the University of Cape Town from 1980 to 1983. Geometrical spatial ability was measured using a battery of three-dimensional exercises involving the sectioning, joining, translation, rotation and visualization of simple solid objects. Anatomical spatial achievement was measured using university practical examination scores of April, June and October, as well as students' scores on those items in the April, June and November MCQ anatomy examinations which were classified as spatially three-dimensional by a panel of lecturers in anatomy. Non-spatial anatomical achievement was measured using the university essay examination scores of April, June and November, together with students' scores on the non-spatial items in the MCQ anatomy examinations. From 1980 to 1983 it was found that students who failed the battery of geometrical spatial exercises and/or recorded large, persistent deficits on spatial MCQs relative to non-spatial MCQs, scored significantly lower marks in practical anatomy examinations throughout the year than those students who scored well in the battery of geometrical spatial exercises. Spatially competent and spatially inept students performed equally well on the non-spatial MCQs and the non-spatial essay examinations. Borderline and failing students recorded the greatest deficits in anatomical spatial scores (for whom losses of approximately 18% occurred in practical examinations in anatomy). Since potential failures with persistent spatial handicaps can be readily identified by mid-year, a programme of differentiated teaching methods is recommended for these students.

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Section: Resultsmentioning

confidence: 99%

Spatial learning disabilities and underachievement among university anatomy students

1985

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“…Multiple‐choice question (MCQ) papers and essay questions were the norm in the 1980s and remain popular 10,11 , 17,34 . 61 The benefits and disadvantages of MCQs are well known and are not peculiar to pathology 10,93–95 . Bosman and Arends briefly describe the Maastricht progress test – a uniform written test taken continuously by students throughout their course 48 .…”

Section: How? Methods Of Assessmentmentioning

confidence: 99%

Teaching and learning pathology: a critical review of the English literature

2004

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With the gradual increase of integrated medical curricula, it is important for pathology teachers to engage in the change process and help to shape the new-style courses. One of the positive aspects of change is that it can provide an opportunity to rethink current practice. It is hoped that this paper might stimulate discussion about how pathology is taught and learnt, leading to further developments in this area.

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“…Hence, MCQs cannot accurately assess the more sophisticated cognitive talents [5]. Students who solely answered MCQs in their earlier academic examinations struggled to write essays on basic science subjects when they were included in examinations later [10]. Smith and Miller [6] stated that students employ a higher level of cognitive processing in the essay-based examination than the MCQ examination when discussing students' perceptions of these two types of examinations.…”

Section: Introductionmentioning

confidence: 99%

The Variation in Pharmacology Subject Achievement Levels Between two Assessment Methods in Undergraduate Medicine

2024

J Surg

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Introduction:The examination system is one of several variables that affects students' academic performance. Examinations taken once a year or every two semesters are typical practices. Students prefer the semester system because they do academically much better under it. The British method of preclinical and clinical years of instruction followed by end-of-year examinations was mainly used in Pakistani medical education. The semester system of examination with objective assessment was recently adopted in medical institutes in Pakistan as a result of the reform of medical education. Regarding how this move will affect the academic performance of medical students, there is no empirical data. The purpose of this study was to evaluate if the semester examination system has affected medical students' academic performance in any way compared to the annual examination system. Method: Pharmacology percentage scores of four two batches of students who sequentially took annual and semester examinations were collected from two medical universities of Pakistan. Following a normality check on the data, descriptive and inferential statistical tests were run. Results:The data of 1943 students (semester = 463 and annual = 1480) were entered for analysis. The students who took semesterbased examination performed (M= 71.2, SD= 8.7) higher than the students who took annual examination (M=58.63, SD=9.50). The difference in mean percentage scores was statistically significant (t (1941) = 25.32, P <.01, CI 95% (11.60-13.55). Discussion:The outcomes showed that students who took the semester-based examination had higher scores. The research's conclusions corroborated those of other studies that claimed that shortening course duration and overhauling the assessment process had improved students' performance. Additionally, the objective assessment approach reveals enhanced academic performance. Conclusion:According to the study, students who took semester examinations scored much higher on the pharmacology knowledge evaluation than those who took end-of-year examinations. To see whether this difference is seen in other basic sciences courses and persists into the performance clinical years, more research is required.

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The assessment of an examination in pathology consisting of multiple-choice, practical and short essay questions

Cited by 7 publications

References 11 publications

Spatial learning disabilities and underachievement among university anatomy students

Spatial learning disabilities and underachievement among university anatomy students

Teaching and learning pathology: a critical review of the English literature

The Variation in Pharmacology Subject Achievement Levels Between two Assessment Methods in Undergraduate Medicine

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