Experiences from Two Ways of Integrating Pre- and Post-course Multiple-choice Assessment Questions in Educational Events for Surgeons

References

• Shumway JM, Harden RM. Association for Medical Education in E. AMEE Guide No. 25: the assessment of learning outcomes for the competent and reflective physician. Med Teach. 2003;25(6):569–11.
   PubMed Web of Science ®Google Scholar
• Humphrey-Murto S, Wood TJ, Ross S, et al. Assessment pearls for competency-based medical education. J Grad Med Educ. 2017;9(6):688–691.
   Google Scholar
• Gerhard-Szep S, Guntsch A, Pospiech P, et al. Assessment formats in dental medicine: an overview. GMS J Med Educ. 2016;33. Doc65. DOI:https://doi.org/10.3205/zma001064
   Google Scholar
• Tangianu F, Mazzone A, Berti F, et al. Are multiple-choice questions a good tool for the assessment of clinical competence in Internal Medicine? Ital J Aerosp Med. 1994;25(1–2):105–112.
   Google Scholar
• Bustraan J, Henny W, Kortbeek JB, et al. MCQ tests in Advanced Trauma Life Support (ATLS(c)): development and revision. Injury. 2016;47(3):665–668.
   Web of Science ®Google Scholar
• Feldman M, Fernando O, Wan M, et al. Testing test-enhanced continuing medical education: a randomized controlled trial. Acad Med. 2018;93(11S):S30–S36.
   Google Scholar
• Moore DE Jr., Chappell K, Sherman L, et al. A conceptual framework for planning and assessing learning in continuing education activities designed for clinicians in one profession and/or clinical teams. Med Teach. 2018;40(9):904–913.
   PubMed Web of Science ®Google Scholar
• Rustici M, Wang V, Dorney K,JN, et al. Application of frequent, spaced multiple‐choice questions as an educational tool in the pediatric emergency department. AEM Educ Train. 2020;4(2):85–93.
   Google Scholar
• Larsen DP. Planning education for long-term retention: the cognitive science and implementation of retrieval practice. Semin Neurol. 2018;38(4):449–456.
   PubMed Web of Science ®Google Scholar
• De Boer PG, Buckley R, Schmidt P, et al. Learning assessment toolkit. J Bone Joint Surg Am. 2010;92(5):1325–1329.
   Web of Science ®Google Scholar
• Beard JD, Robinson J, Smout J. Problem-based learning for surgical trainees. Ann R Coll Surg Engl. 2002;84(4):227–229.
   Web of Science ®Google Scholar
• DiSantis DJ, Ayoob AR, Williams LE. Journal Club: prevalence of flawed multiple-choice questions in continuing medical education activities of major radiology journals. AJR Am J Roentgenol. 2015;204(4):698–702.
   Web of Science ®Google Scholar
• Przymuszała P, Piotrowska K, Lipski D, et al. Guidelines on Writing Multiple Choice Questions: a Well-Received and Effective Faculty Development Intervention. SAGE Open. 2020;10(3):215824402094743.
   Web of Science ®Google Scholar
• Billings M, DeRuchie K, Haist S, et al. Constructing written test questions for the basic and clinical sciences. Philadelphia: National Board of Medical Examiners (NBME); 2016.
   Google Scholar
• Sahoo DP, Singh R. Item and distracter analysis of multiple choice questions (MCQs) from a preliminary examination of undergraduate medical students.  Int J Res Med Sci. 2017;5(5). DOI:https://doi.org/10.18203/2320-6012.ijrms20175453.
   Google Scholar
• Boopathiraj C, Chellamani K. ANALYSIS OF TEST ITEMS ON DIFFICULTY LEVEL AND DISCRIMINATION INDEX IN THE TEST FOR RESEARCH IN EDUCATION. Int J Of Social Sci & Interdiscip Res. 2013;2:189–193.
   Google Scholar
• Kaur M, Singla S, Mahajan R. Item analysis of in use multiple choice questions in pharmacology. Int J Appl Basic Med Res. 2016;6(3):170–173.
   Google Scholar
• Ali SH, Carr PA, Ruit KG. Validity and reliability of scores obtained on multiple-choice questions: why functioning distractors matter. J Scholarship Teach Learn. 2016;16(1):1–14.
   Google Scholar
• The TK. Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Res Sci Educ. 2018;48(6):1273–1296.
   Web of Science ®Google Scholar
• O’Malley NT, Cunningham M, Leung F, et al. Early Experience in Implementation of a Learning Assessment Toolkit in the AOTrauma Geriatric Fracture Course. Geriatr Orthop Surg Rehabil. 2011;2(5–6):163–171.
   Google Scholar
• Ghidinelli M, Cunningham M, Uhlmann M, et al. AO Education Platform, U R. Designing and Implementing a Harmonized Evaluation and Assessment System for Educational Events Worldwide. J Orthop Trauma. 2021;35(2);S5-S10.
   Google Scholar
• Fox R, Miner C. Motivation and the facilitation of change, learning and participation in educational programs for health professionals. J Cont Educ Health Prof. 1999;19(3):132–141.
   Google Scholar
• Jayakumar KL. The motivational and evaluative roles of nbme subject examinations. Acad Med. 2017;92(10):1363–1364.
   Web of Science ®Google Scholar
• Younas A, Shah I, Lim T, et al. Evaluating an international facial trauma course for surgeons; did we make a difference? submitted.
   Google Scholar
• Royster E, Morin DE, Molgaard L, et al. Methods used to assess student performance and course outcomes at the national center of excellence in dairy production medicine education for veterinarians. J Vet Med Educ. 2020;47(3):263–274.
   Web of Science ®Google Scholar
• Kumar N, Rahman E. Effectiveness of teaching facial anatomy through cadaver dissection on aesthetic physicians’ knowledge. Adv Med Educ Pract. 2017;8:475–480.
   Web of Science ®Google Scholar
• Licona-Chávez A, Montiel Boehringer P, Velázquez-Liaño L Quality assessment of a multiple choice test through psychometric properties. MedEdPublish. 2020;9(1):91.
   Google Scholar
• Backhoff E, Larrazolo N, Rosas M Nivel de dificultad y poder de discriminación del Examen de Habilidades y Conocimientos Básicos (EXHCOBA) 2000, Available from: http://redie.uabc.mx/vol2no1/contenido-backhoff.html
   Google Scholar
• Royal K, Dorman D. Comparing item performance on three- versus four-option multiple choice questions in a veterinary toxicology course. Vet Sci. 2018;5. DOI:https://doi.org/10.3390/vetsci5020055.
   Google Scholar
• Dawson SD, Miller T, Goddard SF, et al. Impact of outcome-based assessment on student learning and faculty instructional practices. J Vet Med Educ. 2013;40(2):128–138.
   Web of Science ®Google Scholar
• Kheyami D, Jaradat A, Al-Shibani T, et al. Item analysis of multiple choice questions at the department of paediatrics, Arabian gulf university, Manama, Bahrain. Sultan Qaboos Univ Med J. 2018;18(1):e68–e74.
   Google Scholar
• Tenzin K, Dorji T, Tenzin T. Construction of multiple choice questions before and after an educational intervention. JNMA J Nepal Med Assoc. 2017;56(205):112–116.
   Web of Science ®Google Scholar
• Hingorjo MR, Jaleel F. Analysis of one-best MCQs: the difficulty index, discrimination index and distractor efficiency. J Pak Med Assoc. 2012;62(2):142–147.
   PubMed Web of Science ®Google Scholar
• Nazim SM, Riaz Q, Ather MH. Effect of a two-day extensive continuing medical education course on participants’ knowledge of clinical and operative urology. Turk J Urol. 2018;44(6):484–489.
   Web of Science ®Google Scholar
• Pugh D, De Champlain A, Touchie C. Plus ca change, plus c’est pareil: making a continued case for the use of MCQs in medical education. Med Teach. 2019;41(5):569–577.
   PubMed Web of Science ®Google Scholar