Azam Meyari; Mahdi Beiglarkhani
Volume 10, Issue 1 , May 2013, , Pages 109-118
Abstract
Background & Objective: The aim of this study was to survey the effect of presenting feedback on improvement of multiple choice questions (MCQ) design in annual residency exams Methods: In this semiexperimental study the structure and taxonomy in MCQs of annual residency exams in 2009 were analyzed ...
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Background & Objective: The aim of this study was to survey the effect of presenting feedback on improvement of multiple choice questions (MCQ) design in annual residency exams Methods: In this semiexperimental study the structure and taxonomy in MCQs of annual residency exams in 2009 were analyzed through Millmans checklist Based on this data an interventional feedback on strengths and weaknesses was presented to question designers who had experience of attending MCQ workshops and designing questions in the past The principles of giving technical feedback in medical education such as objectivity right timing and being direct respectful and without judgment were considered After the annual residency exam in 2010 the questions of designers in both years were compared in respect to Millmans principals and taxonomy before and after the intervention Results: From 2500 questions 2035 questions were entered into the study 652% of the questions developed in 2009 had no structural flaw this increased to 828% after the intervention which was a significant difference (P < 0001) Moreover there was a significant increase in the percentage of questions with a high taxonomy from 38% in 2009 to 531% in 2010 (P < 0001) Conclusion: Giving interventional feedback based on its techniques in medical education to experienced designers of MCQs can affect the improvement of designing quality of questions
Azam Meyari; Ahmad Sabouri Kashani; Mitra Gharib; Mahdi Beiglarkhani
Volume 6, Issue 2 , January 2010, , Pages 110-118
Abstract
Background & Objective : Students learning style as one of the effective factors on learning and academic achievement is always taken into consideration in a successful educational system Identifying learners learning style would lead to selecting more appropriate teaching methods by teachers ...
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Background & Objective : Students learning style as one of the effective factors on learning and academic achievement is always taken into consideration in a successful educational system Identifying learners learning style would lead to selecting more appropriate teaching methods by teachers and learning styles by learners Therefore this study was aimed to identify medical students learning style and its relationship with their academic achievement Methods : In this descriptiveanalytic study medical freshmen and fifthyear students of Tehran University of Medical Sciences participated by completing the standard questionnaire of Kolbs The average of all students theoretical and practical exam scores together with the fifthyear students OSCE and preinternship exam scores were considered as indices for academic achievement Results : The most common learning styles among the freshmen were convergent (503%) and assimilation (366%) whereas the fifthyear medical students mentioned convergent (69%) and accommodation (167%) There was a statistically significant difference between learning styles in both student groups (P=00001) convergent and accommodation learning styles were more common among fifthyear students compared with the freshmen while such a result was the inverse for divergent and assimilation learning styles There was no significant difference between learning style and students academic achievement Conclusion : As convergent learning style was considered to be the dominant one and simulation laboratory assignments and problem–based learning are the most suitable learning atmospheres it is appreciated if educational planners prepare such environments
