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顶尖机构中教员对医学教育中基于情景的选择题、简答题和论述题的看法。

Faculty Perception of Scenario-Based MCQs, SAQs, and MEQs in Medical Education at an Apex Institute.

作者信息

Singh Veena K, Tiwari Meenakshi, Singh Shruti, Kumar Santosh

机构信息

Department of Burns & Plastic Surgery, All India Institute of Medical Sciences, Patna, Bihar India.

Department of Biochemistry, All India Institute of Medical Sciences, Patna, Bihar India.

出版信息

Med Sci Educ. 2024 May 2;34(4):865-871. doi: 10.1007/s40670-024-02052-6. eCollection 2024 Aug.

DOI:10.1007/s40670-024-02052-6
PMID:39099861
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11296997/
Abstract

PURPOSE

This study explores the current knowledge and overall awareness of the faculty at an Apex institute about the use and difficulties of scenario-based multiple-choice questions (SB-MCQs), short-answer questions (SB-SAQs), and modified essay questions (SB-MEQs) in the assessment of the undergraduate and postgraduate students.

OBJECTIVES

To assess faculty perception of awareness and use of SB-MCQs, SB-SAQs, and SB-MEQs and to understand the challenges encountered while designing scenario-based questions (SBQs) and the ways to overcome them.

STUDY PROCEDURE

The tool used for data collection was a Google form questionnaire designed with a total of 16 questions-12 Likert-scale format items and four open-ended questions. The quantitative data collected as a response to close-ended questions was analyzed by descriptive statistics and percentage values. For qualitative data, thematic analysis was done for open-ended questions.

CONCLUSION

The study showed that the faculty has the motivation and agreeability to switch over from traditional questions to scenario-based questions but constant training in the form of regular faculty development programs and workshops is required for its effective implementation. On the administrative level, challenges like lack of sufficient faculty and proper inter-departmental integration for designing scenarios must be addressed.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-024-02052-6.

摘要

目的

本研究探讨一所顶尖机构的教师对基于情景的多项选择题（SB - MCQs）、简答题（SB - SAQs）和改良 Essay 题（SB - MEQs）在本科和研究生评估中的使用情况及困难的现有知识和总体认识。

目标

评估教师对 SB - MCQs、SB - SAQs 和 SB - MEQs 的认识和使用情况，并了解设计基于情景的问题（SBQs）时遇到的挑战以及克服这些挑战的方法。

研究程序

用于数据收集的工具是一份谷歌表单问卷，共设计了16个问题——12个李克特量表格式的项目和4个开放式问题。对封闭式问题的回答所收集的定量数据通过描述性统计和百分比值进行分析。对于定性数据，对开放式问题进行了主题分析。

结论

研究表明，教师有从传统问题转向基于情景的问题的动机和意愿，但要有效实施，需要通过定期的教师发展计划和研讨会等形式进行持续培训。在行政层面，必须解决诸如缺乏足够的教师以及设计情景时部门间缺乏适当整合等挑战。

补充信息

在线版本包含可在10.1007/s40670 - 024 - 02052 - 6获取的补充材料。