DOI: http://dx.doi.org/10.18203/2320-6012.ijrms20160318

Introduction of pre and post lecture multiple choice question for second year undergraduate medical students in microbiology: a technique to assess knowledge acquired from the lecture

Abirami Lakshmy Jayachandran, Balaji J.

Abstract


Background: Didactic lectures are the most commonly used method of teaching in many medical institutes. There are certain disadvantages in this method. It is essential to evaluate whether the learning objectives have been accomplished. In the present study pre and post lecture MCQs (Multiple choice questions) are introduced for second year medical students in microbiology lectures and to assess the effect on gaining and retention of knowledge acquired at the end of the lecture.

Methods: The fourth semester medical students were divided into two groups of 35 each (study and control group). Both the groups were administered the pre and post lecture MCQs for two topics in parasitology. For the Study group the Pre test MCQs were prepared in such a way incorporating the learning objectives of the lecture. The pretest questions for the control group were prepared from an unrelated topic. Both the groups were administered the common post test questions. The mean, standard deviation and correlation coefficient (by spearman correlation coefficient) and p values were analysed.

Results: The post test mean scores of both the groups were compared by unpaired t test and the p value was found to be statistically significant (less than 0.0001). The study group had a considerably higher mean score compared with the control group for both the lecture classes. There was a positive correlation between the pre and post lecture MCQS.

Conclusions: Testing by introducing Pre and post lecture MCQ in lecture has an impact on retention of knowledge.


Keywords


Didactic lectures, Pre and post test, MCQs

Full Text:

PDF

References


Khan M, Aljarallah BA. Evaluation of modified essay question and MCQ as a tool for assessing cognitive skills. Int J Health Sci. 2011;5(1):39-43.

Haynie WJ. Effects of take-home and in-class tests on delayed retention learning acquired via individualized, self paced instructional texts.Journal of Industrial Teacher Education. 1991;28:52-63.

Sanju Gajjar, Rashmi Sharma, Pradeep Kumar, Manish Rana. Item and Test Analysis to Identify Quality Multiple Choice Questions (MCQs) from an Assessment of Medical student of Ahmedabad, Gujarat. Indian j community med. 2014;39(1):17-20.

Roediger HL, Karpicke JD. Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science. 2006;17:249-55.

Haynie WJ. Effects of multiple-choice and short-answer tests on delayed retention learning. Journal of Technology Education. 1994;6:32-44.

Ramrajee SN, Sable PL. Comparison of the effect of post-instruction multiple-choice and short-answer tests on delayed retention learning. Australas Med J. 2011;4(6):332-9

Dawane JS, Pandit VA, Dhande PP, Sahasrabudhe RA, Karandikar YSA. Comparative study of Different Teaching Methodologies used for developing understanding of Cardiac Pharmacology in Undergraduate Medical Students. IOSR Journal of Research & Method in Education. 2014:4(3):34-8.

Shankar N, Vallabhajosyula R. Pre and post-lecture test scores for assessment of short term effectiveness of didactic lectures in anatomy and as a predictor for performance in summative evaluation. South East Asian Journal of Medical Education. 2012;6(1):33-8.

Hill DA. Role of the pre-test in the progressive assessment of medical students. Aust N Z J Surg. 1992;62(9):743-6.

Anand Kukkamalla, Shobha K.L, Jessica D’Souza. Pathway MCQs as an active learning strategy for students in microbiology: a preliminary study Recent Research in Science and Technology. 2011;3(10):7-13.