Department of Science Education, Donald and Barbara Zucker School of Medicine, Hofstra/Northwell, Hempstead, New York, USA.
Department of Biochemistry and Biophysics, University of California San Francisco, San Francisco, California, USA.
Med Teach. 2024 Mar;46(3):349-358. doi: 10.1080/0142159X.2023.2249209. Epub 2023 Sep 9.
The purpose of this study was to enrich understanding about the perceived benefits and drawbacks of constructed response short-answer questions (CR-SAQs) in preclerkship assessment using Norcini's criteria for good assessment as a framework.
This multi-institutional study surveyed students and faculty at three institutions. A survey using Likert scale and open-ended questions was developed to evaluate faculty and student perceptions of CR-SAQs using the criteria of good assessment to determine the benefits and drawbacks. Descriptive statistics and Chi-square analyses are presented, and open responses were analyzed using directed content analysis to describe benefits and drawbacks of CR-SAQs.
A total of 260 students (19%) and 57 faculty (48%) completed the survey. Students and faculty report that the benefits of CR-SAQs are authenticity, deeper learning (educational effect), and receiving feedback (catalytic effect). Drawbacks included feasibility, construct validity, and scoring reproducibility. Students and faculty found CR-SAQs to be both acceptable (can show your reasoning, partial credit) and unacceptable (stressful, not USMLE format).
CR-SAQs are a method of aligning innovative curricula with assessment and could enrich the assessment toolkit for medical educators.
本研究旨在利用诺西林的良好评估标准作为框架，丰富对构建反应简答题（CR-SAQ）在预科评估中所感知到的益处和弊端的理解。
这项多机构研究调查了三所机构的学生和教师。使用李克特量表和开放式问题开发了一项调查，以使用良好评估的标准评估师生对 CR-SAQ 的看法，以确定其优点和缺点。呈现了描述性统计和卡方分析，并使用定向内容分析对 CR-SAQ 的优缺点进行了分析。
共有 260 名学生（19%）和 57 名教师（48%）完成了调查。学生和教师报告说，CR-SAQ 的好处是真实性、深度学习（教育效果）和获得反馈（催化作用）。缺点包括可行性、结构有效性和评分可重复性。学生和教师发现 CR-SAQ 既可以接受（可以展示你的推理，部分分数），也可以不接受（有压力，不符合 USMLE 格式）。
CR-SAQ 是一种使创新课程与评估保持一致的方法，可为医学教育者的评估工具包增添内容。
