Janzen Bryan W, Sommerfeld Connor, Gooi Adrian C C
Max Rady College of Medicine, University of Manitoba, Winnipeg, Canada.
Faculty of Medicine, University of Alberta, Edmonton, Canada.
Stud Health Technol Inform. 2019;257:184-188.
Early reports in the literature describe using student-generated questions as a method of student learning as well as augmenting question exam banks. Reports on the performance of student-generated questions versus faculty-generated questions, however, remain limited. This study aims to compare the question performance of student-generated versus faculty-generated multiple-choice questions (MCQ).
To determine if student-generated questions using mobile audience response systems and online discussion boards have similar item discrimination scores as faculty-generated questions.
A team-based learning session was used to create 113 student-generated multiple-choice questions (SGQs). A 20 question MCQ quiz was presented to a second year medical school class made of 10 randomly selected SGQs and 10 randomly selected faculty-generated multiple-choice questions (FGQs). Item analysis was performed on the test results.
The data showed no statistical difference in the point-biserial scores between the two groups (average point-biserial 0.31 students vs 0.36 faculty, p=0.14), with 90% of student-generated and 100% of faculty-generated questions meeting a cut-off of point-biserial score >0.2. Interestingly, student-generated questions were statistically more difficult than the faculty-generated questions (Item Difficulty score 0.46 students vs 0.69 faculty, p=0.003).
This study suggests that student-generated compared to faculty-generated MCQs have similar item discrimination scores, but are perhaps more difficult questions.
文献中的早期报告描述了使用学生提出的问题作为学生学习的一种方法，以及扩充题库。然而，关于学生提出的问题与教师提出的问题的表现的报告仍然有限。本研究旨在比较学生提出的与教师提出的多项选择题（MCQ）的问题表现。
确定使用移动观众反应系统和在线讨论板由学生提出的问题是否与教师提出的问题具有相似的项目区分度分数。
采用基于团队的学习课程来创建113个学生提出的多项选择题（SGQ）。向一个二年级医学院班级呈现一个包含20个问题的MCQ测验，其中包括10个随机选择的SGQ和10个随机选择的教师提出的多项选择题（FGQ）。对测试结果进行项目分析。
数据显示两组之间的点二列相关分数没有统计学差异（学生平均点二列相关系数为0.31，教师为0.36，p = 0.14），90%的学生提出的问题和100%的教师提出的问题满足点二列相关分数>0.2的临界值。有趣的是，学生提出的问题在统计学上比教师提出的问题更难（项目难度分数学生为0.46，教师为0.69，p = 0.003）。
本研究表明，与教师提出的MCQ相比，学生提出的MCQ具有相似的项目区分度分数，但可能是更难的问题。
