Development of a New Scoring System To Accurately Estimate Learning Outcome Achievements via Single, Best-Answer, Multiple-Choice Questions for Preclinical Students in a Medical Microbiology Course

During the preclinical years, single-best-answer multiple-choice questions (SBA-MCQs) are often used to test the higher-order cognitive processes of medical students (such as application and analysis) while simultaneously assessing lower-order processes (like knowledge and comprehension). Consequent...

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Autores principales:	Yodying Dangprapai, Popchai Ngamskulrungroj, Sansnee Senawong, Patompong Ungprasert, Azian Harun
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/2b77d0163db94e7695c3549dada2dc32
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spelling	oai:doaj.org-article:2b77d0163db94e7695c3549dada2dc322021-11-15T15:04:41ZDevelopment of a New Scoring System To Accurately Estimate Learning Outcome Achievements via Single, Best-Answer, Multiple-Choice Questions for Preclinical Students in a Medical Microbiology Course10.1128/jmbe.v21i1.17731935-78851935-7877https://doaj.org/article/2b77d0163db94e7695c3549dada2dc322020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.1773https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885During the preclinical years, single-best-answer multiple-choice questions (SBA-MCQs) are often used to test the higher-order cognitive processes of medical students (such as application and analysis) while simultaneously assessing lower-order processes (like knowledge and comprehension). Consequently, it can be difficult to pinpoint which learning outcome has been achieved or needs improvement. We developed a new scoring system for SBA-MCQs using a step-by-step methodology to evaluate each learning outcome independently. Enrolled in this study were third-year medical students (n = 316) who had registered in the basic microbiology course at the Faculty of Medicine, Siriraj Hospital, Mahidol University during the academic year 2017. A step-by-step SBA-MCQ with a new scoring system was created and used as a tool to evaluate the validity of the traditional SBA-MCQs that assess two separate outcomes simultaneously. The scores for the two methods, in percentages, were compared using two different questions (SBA-MCQ1 and SBA-MCQ2). SBA-MCQ1 tested the students’ knowledge of the causative agent of a specific infectious disease and the basic characteristics of the microorganism, while SBA-MCQ2 tested their knowledge of the causative agent of a specific infectious disease and the pathogenic mechanism of the microorganism. The mean score obtained with the traditional SBA-MCQs was significantly lower than that obtained with the step-by-step SBA-MCQs (85.9% for the traditional approach versus 90.9% for step-by-step SBA-MCQ1; p < 0.001; and 81.5% for the traditional system versus 87.4% for step-by-step SBA-MCQ2; p < 0.001). Moreover, 65.8% and 87.8% of the students scored lower with the traditional SBA-MCQ1 and the traditional SBA-MCQ2, respectively, than with the corresponding sets of step-by-step SBA-MCQ questions. These results suggest that traditional SBA-MCQ scores need to be interpreted with caution because they have the potential to underestimate the learning achievement of students. Therefore, the step-by-step SBA-MCQ is preferable to the traditional SBA-MCQs and is recommended for use in examinations during the preclinical years.Yodying DangprapaiPopchai NgamskulrungrojSansnee SenawongPatompong UngprasertAzian HarunAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Yodying Dangprapai Popchai Ngamskulrungroj Sansnee Senawong Patompong Ungprasert Azian Harun Development of a New Scoring System To Accurately Estimate Learning Outcome Achievements via Single, Best-Answer, Multiple-Choice Questions for Preclinical Students in a Medical Microbiology Course
description	During the preclinical years, single-best-answer multiple-choice questions (SBA-MCQs) are often used to test the higher-order cognitive processes of medical students (such as application and analysis) while simultaneously assessing lower-order processes (like knowledge and comprehension). Consequently, it can be difficult to pinpoint which learning outcome has been achieved or needs improvement. We developed a new scoring system for SBA-MCQs using a step-by-step methodology to evaluate each learning outcome independently. Enrolled in this study were third-year medical students (n = 316) who had registered in the basic microbiology course at the Faculty of Medicine, Siriraj Hospital, Mahidol University during the academic year 2017. A step-by-step SBA-MCQ with a new scoring system was created and used as a tool to evaluate the validity of the traditional SBA-MCQs that assess two separate outcomes simultaneously. The scores for the two methods, in percentages, were compared using two different questions (SBA-MCQ1 and SBA-MCQ2). SBA-MCQ1 tested the students’ knowledge of the causative agent of a specific infectious disease and the basic characteristics of the microorganism, while SBA-MCQ2 tested their knowledge of the causative agent of a specific infectious disease and the pathogenic mechanism of the microorganism. The mean score obtained with the traditional SBA-MCQs was significantly lower than that obtained with the step-by-step SBA-MCQs (85.9% for the traditional approach versus 90.9% for step-by-step SBA-MCQ1; p < 0.001; and 81.5% for the traditional system versus 87.4% for step-by-step SBA-MCQ2; p < 0.001). Moreover, 65.8% and 87.8% of the students scored lower with the traditional SBA-MCQ1 and the traditional SBA-MCQ2, respectively, than with the corresponding sets of step-by-step SBA-MCQ questions. These results suggest that traditional SBA-MCQ scores need to be interpreted with caution because they have the potential to underestimate the learning achievement of students. Therefore, the step-by-step SBA-MCQ is preferable to the traditional SBA-MCQs and is recommended for use in examinations during the preclinical years.
format	article
author	Yodying Dangprapai Popchai Ngamskulrungroj Sansnee Senawong Patompong Ungprasert Azian Harun
author_facet	Yodying Dangprapai Popchai Ngamskulrungroj Sansnee Senawong Patompong Ungprasert Azian Harun
author_sort	Yodying Dangprapai
title	Development of a New Scoring System To Accurately Estimate Learning Outcome Achievements via Single, Best-Answer, Multiple-Choice Questions for Preclinical Students in a Medical Microbiology Course
title_short	Development of a New Scoring System To Accurately Estimate Learning Outcome Achievements via Single, Best-Answer, Multiple-Choice Questions for Preclinical Students in a Medical Microbiology Course
title_full	Development of a New Scoring System To Accurately Estimate Learning Outcome Achievements via Single, Best-Answer, Multiple-Choice Questions for Preclinical Students in a Medical Microbiology Course
title_fullStr	Development of a New Scoring System To Accurately Estimate Learning Outcome Achievements via Single, Best-Answer, Multiple-Choice Questions for Preclinical Students in a Medical Microbiology Course
title_full_unstemmed	Development of a New Scoring System To Accurately Estimate Learning Outcome Achievements via Single, Best-Answer, Multiple-Choice Questions for Preclinical Students in a Medical Microbiology Course
title_sort	development of a new scoring system to accurately estimate learning outcome achievements via single, best-answer, multiple-choice questions for preclinical students in a medical microbiology course
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/2b77d0163db94e7695c3549dada2dc32
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Development of a New Scoring System To Accurately Estimate Learning Outcome Achievements via Single, Best-Answer, Multiple-Choice Questions for Preclinical Students in a Medical Microbiology Course

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