MCQ’s 1: Construction of an MCQ MCQ’s 1: Construction of an MCQ.
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Transcript of MCQ’s 1: Construction of an MCQ MCQ’s 1: Construction of an MCQ.
MCQ Check-listMCQ Check-list
This presentation will focus on:This presentation will focus on: Why we write themWhy we write them What type is bestWhat type is best What flaws are to be avoidedWhat flaws are to be avoided What content to testWhat content to test How to construct itHow to construct it
Why do we test?Why do we test?
Formative assessment Formative assessment Communicate to the students what material is Communicate to the students what material is
importantimportant Identify areas of deficiency in need of Identify areas of deficiency in need of
remediation or further learningremediation or further learning Summative assessmentSummative assessment
Determine final gradesDetermine final grades Make promotion decisionsMake promotion decisions
BothBoth Motivate students to studyMotivate students to study Identify areas where the course/curriculum is Identify areas where the course/curriculum is
weakweak
What Should Be Tested?What Should Be Tested?
Exam content should match course Exam content should match course objectivesobjectives
Important topics should be weighted Important topics should be weighted more heavily than less important more heavily than less important topicstopics
The testing time devoted to each The testing time devoted to each topic should reflect the relative topic should reflect the relative importance of the topicsimportance of the topics
What Should Be Tested?What Should Be Tested?
Sampling - Performance on the sample Sampling - Performance on the sample provides a basis for estimating provides a basis for estimating achievement in the broader domain achievement in the broader domain that is actually of interestthat is actually of interest
Questions sample: Questions sample: TOPICS – eg MCC presentationsTOPICS – eg MCC presentations SKILLS – eg Course Objectives – SKILLS – eg Course Objectives –
determining diagnosis, next step in determining diagnosis, next step in management, etc.management, etc.
Anatomy of an MCQ ItemAnatomy of an MCQ Item
StemStem Lead-inLead-in OptionsOptions
One correct answerOne correct answer DistractorsDistractors
Types of MCQ’sTypes of MCQ’s
True/False familyTrue/False family Assess recall of isolated factsAssess recall of isolated facts
Stems must be clear and unambiguousStems must be clear and unambiguous Options must be absolutely true or false or Options must be absolutely true or false or
examinee must decide examinee must decide how truehow true options are options are
Generally not recommended – usually Generally not recommended – usually have subtle flawshave subtle flaws
Types of MCQ’s: True/FalseTypes of MCQ’s: True/False
Which of the following statements is true regarding Which of the following statements is true regarding contraception?contraception?
A)A) oral contraceptives should not be initiated until oral contraceptives should not be initiated until six weeks after therapeutic abortion to avoid the six weeks after therapeutic abortion to avoid the risk of hypercoagulabilityrisk of hypercoagulability
B)B) an intrauterine device can provide good an intrauterine device can provide good contraceptive protection 5 years after insertioncontraceptive protection 5 years after insertion
C)C) oral contraceptives should not be prescribed to oral contraceptives should not be prescribed to individuals under the age of 15 without parental individuals under the age of 15 without parental consentconsent
D)D) lesbian women do not require counseling about lesbian women do not require counseling about contraception or sexually transmitted diseasescontraception or sexually transmitted diseases
E)E) oral contraceptives should not be prescribed for oral contraceptives should not be prescribed for women overwomen over the age of 35the age of 35
Types of MCQ’sTypes of MCQ’s
One-Best-Answer family (A type)One-Best-Answer family (A type) Options may be diagrammed:Options may be diagrammed:
D C A E BD C A E B
Correct answer is the Correct answer is the most likelymost likely correct correct Better application of knowledge, Better application of knowledge,
integration, synthesis and judgmentintegration, synthesis and judgment
Least correct Most correct
Types of MCQ’s: Types of MCQ’s: One-Best-Answer familyOne-Best-Answer family
A 24 year old university student came to see you A 24 year old university student came to see you because she is missing several days of school each because she is missing several days of school each month because of severe dysmenorrhea month because of severe dysmenorrhea unresponsive to the OCP and NSAIDS. She also unresponsive to the OCP and NSAIDS. She also complains of deep dyspareunia and has a tender complains of deep dyspareunia and has a tender uterosacral nodule on pelvic examination. Which uterosacral nodule on pelvic examination. Which one of the following conditions is most likely one of the following conditions is most likely responsible for her symptoms?responsible for her symptoms?
A)A) Chronic pelvic inflammatory diseaseChronic pelvic inflammatory diseaseB)B) EndometriosisEndometriosisC)C) AdenomyosisAdenomyosisD)D) FibroidsFibroids
What to test?What to test?
Items can be classified byItems can be classified by cognitive processescognitive processes required to answer the question:required to answer the question:
Recall Recall (Memory)– tests knowledge of isolated (Memory)– tests knowledge of isolated factsfacts
InterpretationInterpretation (Comprehension)– review (Comprehension)– review information to reach conclusion, eg diagnosisinformation to reach conclusion, eg diagnosis
Problem solvingProblem solving (Reasoning) – situation (Reasoning) – situation requires action, eg next step in managementrequires action, eg next step in management Process depends on background of Process depends on background of
traineetrainee
What to test?What to test?
Simpler classification based on taskSimpler classification based on task:: Application of knowledgeApplication of knowledge item item ****
Reach conclusionsReach conclusions Make predictionsMake predictions Select course of actionSelect course of action
Recall Recall itemitem Test knowledge of isolated factsTest knowledge of isolated facts
What to test?What to test?
Test application of knowledge using Test application of knowledge using clinical vignettesclinical vignettes Adds ‘face-validity’Adds ‘face-validity’ Usually selects more important, less trivialUsually selects more important, less trivial Identifies student who’ve memorized but Identifies student who’ve memorized but
do not understanddo not understand
BUT experience in patient care should BUT experience in patient care should not be necessarynot be necessary
What to test - summaryWhat to test - summary
Focus item on Focus item on key conceptskey concepts and principles and principles that are essential information (without that are essential information (without access to references) for all examinees to access to references) for all examinees to understandunderstand
Test material that is Test material that is relevantrelevant to learning in to learning in pre-clinical courses and beyondpre-clinical courses and beyond
AvoidAvoid items that items that onlyonly require require recall of recall of isolated factsisolated facts
Avoid esotericAvoid esoteric or interesting topics that or interesting topics that are not essentialare not essential
What to test - summaryWhat to test - summary
Test application of knowledge using Test application of knowledge using clinical vignettesclinical vignettes to pose medical to pose medical decisions in patient care situationsdecisions in patient care situations
Focus items on Focus items on common or common or potentially catastrophic problemspotentially catastrophic problems
Pose clinical decisions that would be Pose clinical decisions that would be expected of a successful examinee expected of a successful examinee ie Avoid clinical situations that would be ie Avoid clinical situations that would be
handled by a (sub)specialisthandled by a (sub)specialist
Anatomy of an MCQ ItemAnatomy of an MCQ Item
StemStem Lead-inLead-in OptionsOptions
One correct answerOne correct answer DistractorsDistractors
Writing the QuestionsWriting the Questions
Construct stem –include all Construct stem –include all necessary information to arrive at necessary information to arrive at the right answerthe right answer
Choose lead-in – pose a clear Choose lead-in – pose a clear questionquestion
Choose distractorsChoose distractors
Stem*Stem*
Usually a clinical scenario Usually a clinical scenario Clear, unambiguousClear, unambiguous Should be long relative to optionsShould be long relative to options Includes all pertinent informationIncludes all pertinent information
Patient’s age/genderPatient’s age/gender Clinical settingClinical setting ComplaintComplaint Other important info – history, physical Other important info – history, physical
findings, test resultsfindings, test results
Lead-in*Lead-in*
Follows stemFollows stem In the form of a questionIn the form of a question Should relate to the stemShould relate to the stem Should be answerable without looking Should be answerable without looking
at optionsat options ““Cover the Options test”Cover the Options test”
Should clearly communicate the Should clearly communicate the learning objective learning objective
DistractorsDistractors
Each should be selected by some, Each should be selected by some, therefore all plausible, none therefore all plausible, none obviously incorrectobviously incorrect
3 or 4 choices3 or 4 choices Common misconceptionsCommon misconceptions Faulty reasoningFaulty reasoning
DistractorsDistractors
Homogeneous in content to the correct answerHomogeneous in content to the correct answer Should be in same category as correct Should be in same category as correct
answer– diagnosis, treatment, diagnostic testanswer– diagnosis, treatment, diagnostic test Clearly incorrect or inferior to the correct Clearly incorrect or inferior to the correct
answeranswer Plausible and attractive to the uninformedPlausible and attractive to the uninformed Similar to the correct answer in construction Similar to the correct answer in construction
and length and length Grammatically consistent and logically Grammatically consistent and logically
compatible with the stemcompatible with the stem
General Guidelines for Item General Guidelines for Item ConstructionConstruction Include as much of the item as possible in Include as much of the item as possible in
the stems: Long stems, short optionsthe stems: Long stems, short options Avoid negatively phrased items (Avoid negatively phrased items (exceptexcept or or
notnot in the lead-in). If you must, use only in the lead-in). If you must, use only with short optionswith short options
Avoid writing questions of the form:Avoid writing questions of the form: Which of the following statements is correct?Which of the following statements is correct? Each of the following statements is correct Each of the following statements is correct
EXCEPTEXCEPT Unfocussed Unfocussed Heterogeneous optionsHeterogeneous options
““Top-down” versus “Bottom-Top-down” versus “Bottom-up”up”
Top-DownTop-Down Knowledge or recall question Knowledge or recall question Cite a disease and then ask what Cite a disease and then ask what
patient findings are expectedpatient findings are expected Structured like textbooksStructured like textbooks
Clinically backwardClinically backward
““Top-down” versus “Bottom-Top-down” versus “Bottom-up”up”
Bottom-upBottom-up Application of knowledgeApplication of knowledge Gives findings and asks examinee to Gives findings and asks examinee to
indicate the diseaseindicate the disease Examinees need to be able to Examinees need to be able to
synthesize information from several synthesize information from several pages of a textbook (or notes) to pages of a textbook (or notes) to answer these questionsanswer these questions
Clinically realisticClinically realistic
Basic Rules for MCQ’s (A type)*Basic Rules for MCQ’s (A type)*
Focus item on important conceptFocus item on important concept Item should assess application of Item should assess application of
knowledge, not recall of an isolated factknowledge, not recall of an isolated fact Stem must pose clear question – ‘Cover Stem must pose clear question – ‘Cover
the options’ testthe options’ test All distractors should be homogeneousAll distractors should be homogeneous Avoid technical item flawsAvoid technical item flaws
ReferenceReference
Constructing Written Test Questions Constructing Written Test Questions For the Basic and Clinical SciencesFor the Basic and Clinical Sciences Case & Swanson, NBME 1996Case & Swanson, NBME 1996
Basic Rules for MCQ’s (A type)*Basic Rules for MCQ’s (A type)*
Focus item on important conceptFocus item on important concept Item should assess application of Item should assess application of
knowledge, not recall of an isolated factknowledge, not recall of an isolated fact Stem must pose clear question – ‘Cover Stem must pose clear question – ‘Cover
the options’ testthe options’ test All distractors should be homogeneousAll distractors should be homogeneous Avoid technical item flawsAvoid technical item flaws
One last step…One last step…
Get a colleague to read over your Get a colleague to read over your questions questions Detects more than one right answerDetects more than one right answer Discovers the ‘what am I thinking?’ Discovers the ‘what am I thinking?’
questionquestion Identifies not enough information in the Identifies not enough information in the
stemstem ……