Multiple Choice Questions As A Teaching Learning Tool In Addition To Assessment Method
Multiple Choice Questions As A Teaching Learning Tool
DOI:
https://doi.org/10.70284/njirm.v3i4.2078Keywords:
clinical anatomy, effective learning, formative assessment, multiple choice questionsAbstract
Background and Objectives: Learning of a subject becomes effective when the student knows the purpose of learning. The guidance on the relevance of content of basic sciences to clinical sciences is important. Reinforcement of knowledge is essential to indicate the key areas of the subject for in depth study. The aim of the present study was to focus the students on relevant content and educational objectives through multiple choice questions. Methods: The study consisted of an intervention and a control group of seventy five students each. The intervention group was exposed to the new concept of weekly assessment with concept based MCQs. Results: The methodology has been effective in the study group. This has been demonstrated by the mean scores of the study group (17.67 ± 1.72) being higher than the control group (13.6 ± 2.34) (P < 0.01). Program evaluation by the students has revealed that they developed interest to study the subject in depth. It has helped them in comprehending and reinforcement of the conceptual knowledge and guided them to apply it clinical sciences. Conclusion: Well structured MCQs in the form of assessment with an immediate feedback with explanation of the applied anatomy improve the critical thinking and reasoning skills of the student.
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