Shah Manan P, Lin Benjamin R, Lee Ming, Kahn Daniel, Hernandez Estebes
David Geffen School of Medicine at UCLA, 10833 Le Conte Ave., Los Angeles, CA 90095 USA.
Educational Assessment and Research, David Geffen School of Medicine at UCLA, Los Angeles, CA 90095 USA.
Med Sci Educ. 2018 Nov 6;29(1):41-43. doi: 10.1007/s40670-018-00646-5. eCollection 2019 Mar.
The purpose of our student-led project was to fulfill junior medical students' demand for instructive, curriculum-specific practice questions while providing a learning experience and teaching opportunity for participating senior students. Eleven second-year students were taught how to write high-quality multiple-choice questions through an interactive workshop. Subsequently, they were instructed to write questions with detailed explanations for their assigned lecture topics. Thirty-four student-written and faculty-reviewed questions were combined with 16 purely faculty-written questions to create a 50-question exam. No significant difference was found in question difficulty between the student-written (79.5%) and faculty-written (84.0%) questions ( = 0.37). The discrimination index and point biserial correlation were higher for student-written (0.29, 0.32) vs. faculty-written (0.17, 0.25) questions ( < .01, < .05). The test-takers learned key course topics, while the test-writers reviewed key first-year objectives and refined their test-taking strategies. The project provided a model for feasibly developing comprehensive, high-quality, and curriculum-specific questions.
我们这个由学生主导的项目旨在满足低年级医学生对具有指导意义的、针对课程的练习题的需求，同时为参与项目的高年级学生提供学习体验和教学机会。通过一个互动式工作坊，我们教了11名二年级学生如何编写高质量的选择题。随后，他们被要求针对指定的讲座主题编写带有详细解释的问题。34道学生编写并经教师审核的问题与16道完全由教师编写的问题相结合，形成了一份有50道题的考试试卷。学生编写的问题（难度为79.5%）和教师编写的问题（难度为84.0%）在难度上没有显著差异（z = 0.37）。学生编写的问题（区分指数为0.29，点二列相关系数为0.32）在区分指数和点二列相关系数方面高于教师编写的问题（分别为0.17和0.25）（p <.01，p <.05）。参加考试的学生学到了课程的关键主题，而出题的学生复习了一年级的关键知识点并完善了他们的应试策略。该项目为切实可行地开发全面、高质量且针对课程的问题提供了一个范例。
