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3
Should essays and other "open-ended"-type questions retain a place in written summative assessment in clinical medicine?论文及其他“开放式”问题在临床医学书面总结性评估中是否应保留一席之地？
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4
Evaluation of Modified Essay Questions (MEQ) and Multiple Choice Questions (MCQ) as a tool for Assessing the Cognitive Skills of Undergraduate Medical Students.评估改良短文问题（MEQ）和多项选择题（MCQ）作为评估本科医学生认知技能工具的效果。
Int J Health Sci (Qassim). 2011 Jan;5(1):39-43.
5
Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper.本科教育中高阶认知技能的评估：改进的论文式题目还是多项选择题？研究论文。
BMC Med Educ. 2007 Nov 28;7:49. doi: 10.1186/1472-6920-7-49.
6
Assessment in medical education.医学教育中的评估。
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7
AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician.医学教育与评估协会指南第25号：胜任且具反思能力的医生学习成果评估
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8
Different written assessment methods: what can be said about their strengths and weaknesses?不同的书面评估方法：关于它们的优点和缺点能说些什么？
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Shifting paradigms: from Flexner to competencies.范式转变：从弗莱克斯纳到能力本位
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多选题和简答题评估学习成果的教育意义。

Educational implications of assessing learning outcomes with multiple choice questions and short essay questions.

机构信息

Department of Medical Education, University of Ulsan College of Medicine, Seoul, Korea.

出版信息

Korean J Med Educ. 2023 Sep;35(3):285-290. doi: 10.3946/kjme.2023.266. Epub 2023 Aug 31.

DOI:10.3946/kjme.2023.266
PMID:37670524
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10493409/
Abstract

PURPOSE

This study investigates the characteristics of different item types to assess learning outcomes and explore the educational implications that can be obtained from the results of learning outcome assessments.

METHODS

Forty-five second-year premedical students participated in this study. Multiple choice question (MCQ) and short essay question (SEQ) scores and pass rates for 10 learning outcomes were analyzed. Descriptive statistics and correlation analysis were used to analyze the data.

RESULTS

The correlation analysis indicated that there was a significant correlation between SEQs and pass rate but there was no significant correlation between MCQs and pass rate. Some students with identical scores on the MCQs had different scores on the SEQs or on the learning outcomes.

CONCLUSION

This study showed that students' achievement of learning outcomes can be assessed using various types of questions in outcome-based education.

摘要

目的

本研究旨在探讨不同题型的特点，以评估学习成果，并从学习成果评估结果中探索可获得的教育意义。

方法

本研究共有 45 名二年级医学生参与。分析了 10 项学习成果的多项选择题（MCQ）和短文问答题（SEQ）分数和通过率。采用描述性统计和相关分析对数据进行分析。

结果

相关分析表明，SEQ 与通过率之间存在显著相关性，而 MCQ 与通过率之间不存在显著相关性。一些 MCQ 得分相同的学生在 SEQ 或学习成果上的得分不同。

结论

本研究表明，基于成果的教育可以使用各种类型的问题来评估学生的学习成果。