Faculty of Medicine, Department of Pharmacology, Çanakkale Onsekiz Mart University, Çanakkale, 17020, Turkey.
Department of Medical Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey.
BMC Med Educ. 2023 May 24;23(1):374. doi: 10.1186/s12909-023-04342-w.
Multiple-choice, true-false, completion, matching, oral presentation type questions have been used as an evaluation criterion in medical education for many years. Although not as old as other question types, performance evaluation and portfolio-like assessment types, can be called alternative evaluation, have been used for a considerable time. While summative assessment maintains its importance in medical education, the value of formative assessment is gradually increasing. In this research, the use of Diagnostic Branched Tree (DBT), which is used both as a diagnostic and feedback tool, in pharmacology education was examined.
The study was conducted on 165 students (112 DBT, 53 non-DBT) on the 3rd year of undergraduate medical education. 16 DBTs prepared by the researchers were used as data collection tool. Year 3 first committee was elected for implementation. DBTs were prepared according to the pharmacology learning objectives within the committee. Descriptive statistics, correlation and comparison analyzes were used in the analysis of the data.
DBTs with the most wrong exits are DBTs entitled phase studies, metabolism, types of antagonism, dose-response relationship, affinity and intrinsic activity, G-protein coupled receptors, receptor types, penicillins and cephalosporins. When each question in the DBTs is examined separately, it is seen that most of the students could not answer the questions correctly regarding phase studies, drugs that cause cytochrome enzyme inhibition, elimination kinetics, chemical antagonism definition, gradual and quantal dose response curves, intrinsic activity and inverse agonist definitions, important characteristics of endogenous ligands, changes in the cell as a result of G-protein activation, ionotropic receptor examples, mechanism of action of beta-lactamase inhibitors, excretion mechanism of penicillins, differences of cephalosporins according to generations. As a result of the correlation analysis, the correlation value calculated between the DBT total score and the pharmacology total score in the committee exam. The comparisons showed that the average score of the pharmacology questions in the committee exam of the students who participated in the DBT activity was higher than the students who did not participate.
The study concluded that DBTs are a candidate for an effective diagnostic and feedback tool. Although this result was supported by research at different educational levels, support could not be shown in medical education due to the lack of DBT research in medical education. Future research on DBTs in medical education may strengthen or refute our research results. In our study, receiving feedback with DBT had a positive effect on the success of the pharmacology education.
多年来，多项选择题、是非题、填空题、配对题、口头陈述题已被用作医学教育的评估标准。虽然不如其他题型古老，如绩效评估和档案袋式评估等替代评估，但已经使用了相当长的时间。虽然总结性评估在医学教育中仍然很重要，但形成性评估的价值正在逐渐增加。在这项研究中，检查了在药理学教育中使用既作为诊断工具又作为反馈工具的诊断分支树 (DBT)。
本研究对本科三年级医学教育的 165 名学生（112 名 DBT，53 名非 DBT）进行了研究。研究人员共编制了 16 个 DBT 作为数据收集工具。第一委员会被选来实施该研究。DBTs 根据委员会内的药理学学习目标进行编制。对数据进行了描述性统计、相关性和比较分析。
错误出口最多的 DBT 是关于相研究、代谢、拮抗类型、剂量反应关系、亲和力和内在活性、G 蛋白偶联受体、受体类型、青霉素和头孢菌素的 DBT。当单独检查 DBT 中的每个问题时，发现大多数学生无法正确回答关于相研究、引起细胞色素酶抑制的药物、消除动力学、化学拮抗定义、逐渐和量子剂量反应曲线、内在活性和反向激动剂定义、内源性配体的重要特征、G 蛋白激活后细胞的变化、离子型受体的例子、β-内酰胺酶抑制剂的作用机制、青霉素排泄机制、根据代际差异的头孢菌素的问题。相关性分析结果表明，DBT 总分与委员会考试药理学总分之间的相关值。比较结果表明，参加 DBT 活动的学生在委员会考试中药理学问题的平均分高于未参加的学生。
该研究得出结论，DBT 是一种有效的诊断和反馈工具的候选者。尽管这一结果得到了不同教育水平的研究支持，但由于医学教育中缺乏 DBT 研究，无法在医学教育中得到支持。未来在医学教育中进行的 DBT 研究可能会加强或反驳我们的研究结果。在我们的研究中，通过 DBT 获得反馈对药理学教育的成功产生了积极影响。
