Training Medical Students to Create and Collaboratively Review Multiple-Choice Questions: A Comprehensive Workshop

Introduction Multiple-choice question (MCQ) creation is an infrequently used active-learning strategy. Previous studies demonstrated that medical students find value in the process, but have minimal training, which may limit potential learning benefits. We therefore developed a process for question-...

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Autores principales:	Josh Kurtz, Beth Holman, Seetha U. Monrad
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Assessment Curriculum Development Cardiovascular Medicine Flipped Classroom Quantitative Research Self-Regulated Learning Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/63f65ef0e5e64fdb98f6d00195cee365
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spelling	oai:doaj.org-article:63f65ef0e5e64fdb98f6d00195cee3652021-11-19T14:48:36ZTraining Medical Students to Create and Collaboratively Review Multiple-Choice Questions: A Comprehensive Workshop10.15766/mep_2374-8265.109862374-8265https://doaj.org/article/63f65ef0e5e64fdb98f6d00195cee3652020-10-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10986https://doaj.org/toc/2374-8265Introduction Multiple-choice question (MCQ) creation is an infrequently used active-learning strategy. Previous studies demonstrated that medical students find value in the process, but have minimal training, which may limit potential learning benefits. We therefore developed a process for question-creation that required students to complete in-depth training, in addition to collaborative question-writing and editing. Methods We created a question-writing workshop consisting of three components: (1) training in MCQ writing utilizing NBME online modules, a practice MCQ-writing session, and a training session, (2) writing MCQs independently after choosing topics from an institutionally generated blueprint, and (3) reviewing and editing MCQs via an in-person session. To understand students' perceptions, we held two four-student focus groups and recorded/transcribed the data. We iteratively reviewed the transcripts to generate a codebook and corresponding themes. We used the focus group data to generate a survey with Likert-scale questions, which we sent to the remaining 10 students and analyzed using Microsoft Excel. Results Eighteen second-year medical students participated in this workshop. Students perceived that question-writing training (3.7/5.0±0.5) and question writing (3.9/5.0±0.3) benefitted their learning. Students perceived that MCQ writing required concept integration (4.1/5.0±0.6). Students described how question writing allowed them to recognize subtle distinctions between therapies and diagnoses. Each MCQ required about 1.5 hours to write and collaboratively edit. Discussion Our results demonstrated that students perceived question writing to benefit their learning. More importantly, students felt that question writing actively engaged them to integrate content and compare concepts; students' engagement suggests that they learned from this question-writing activity.Josh KurtzBeth HolmanSeetha U. MonradAssociation of American Medical CollegesarticleAssessmentCurriculum DevelopmentCardiovascular MedicineFlipped ClassroomQuantitative ResearchSelf-Regulated LearningMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Assessment Curriculum Development Cardiovascular Medicine Flipped Classroom Quantitative Research Self-Regulated Learning Medicine (General) R5-920 Education L
spellingShingle	Assessment Curriculum Development Cardiovascular Medicine Flipped Classroom Quantitative Research Self-Regulated Learning Medicine (General) R5-920 Education L Josh Kurtz Beth Holman Seetha U. Monrad Training Medical Students to Create and Collaboratively Review Multiple-Choice Questions: A Comprehensive Workshop
description	Introduction Multiple-choice question (MCQ) creation is an infrequently used active-learning strategy. Previous studies demonstrated that medical students find value in the process, but have minimal training, which may limit potential learning benefits. We therefore developed a process for question-creation that required students to complete in-depth training, in addition to collaborative question-writing and editing. Methods We created a question-writing workshop consisting of three components: (1) training in MCQ writing utilizing NBME online modules, a practice MCQ-writing session, and a training session, (2) writing MCQs independently after choosing topics from an institutionally generated blueprint, and (3) reviewing and editing MCQs via an in-person session. To understand students' perceptions, we held two four-student focus groups and recorded/transcribed the data. We iteratively reviewed the transcripts to generate a codebook and corresponding themes. We used the focus group data to generate a survey with Likert-scale questions, which we sent to the remaining 10 students and analyzed using Microsoft Excel. Results Eighteen second-year medical students participated in this workshop. Students perceived that question-writing training (3.7/5.0±0.5) and question writing (3.9/5.0±0.3) benefitted their learning. Students perceived that MCQ writing required concept integration (4.1/5.0±0.6). Students described how question writing allowed them to recognize subtle distinctions between therapies and diagnoses. Each MCQ required about 1.5 hours to write and collaboratively edit. Discussion Our results demonstrated that students perceived question writing to benefit their learning. More importantly, students felt that question writing actively engaged them to integrate content and compare concepts; students' engagement suggests that they learned from this question-writing activity.
format	article
author	Josh Kurtz Beth Holman Seetha U. Monrad
author_facet	Josh Kurtz Beth Holman Seetha U. Monrad
author_sort	Josh Kurtz
title	Training Medical Students to Create and Collaboratively Review Multiple-Choice Questions: A Comprehensive Workshop
title_short	Training Medical Students to Create and Collaboratively Review Multiple-Choice Questions: A Comprehensive Workshop
title_full	Training Medical Students to Create and Collaboratively Review Multiple-Choice Questions: A Comprehensive Workshop
title_fullStr	Training Medical Students to Create and Collaboratively Review Multiple-Choice Questions: A Comprehensive Workshop
title_full_unstemmed	Training Medical Students to Create and Collaboratively Review Multiple-Choice Questions: A Comprehensive Workshop
title_sort	training medical students to create and collaboratively review multiple-choice questions: a comprehensive workshop
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/63f65ef0e5e64fdb98f6d00195cee365
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Training Medical Students to Create and Collaboratively Review Multiple-Choice Questions: A Comprehensive Workshop

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