Effect of negatively framed mcqs in the medical education
Journal name: World Journal of Pharmaceutical Research
Original article title: Effect of negatively framed mcqs in the medical education
The WJPR includes peer-reviewed publications such as scientific research papers, reports, review articles, company news, thesis reports and case studies in areas of Biology, Pharmaceutical industries and Chemical technology while incorporating ancient fields of knowledge such combining Ayurveda with scientific data.
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Mageshwaran Lakshmanan
World Journal of Pharmaceutical Research:
(An ISO 9001:2015 Certified International Journal)
Full text available for: Effect of negatively framed mcqs in the medical education
Source type: An International Peer Reviewed Journal for Pharmaceutical and Medical and Scientific Research
Doi: 10.20959/wjpr20193-14370
Copyright (license): WJPR: All rights reserved
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Summary of article contents:
Introduction
The study conducted by Mageshwaran Lakshmanan aimed to evaluate the effects of positively and negatively framed multiple-choice questions (MCQs) in medical education, particularly focusing on their difficulty and discrimination indices. Involving 156 second-year MBBS students from Srimuthukumaran Medical College Hospital and Research Institute, the study framed three sets of MCQs related to topics in pharmacology: Set A (positively framed), Set B (negatively framed), and Set C (negatively framed with highlighted negative words). The research highlighted the challenges faced by students when encountering negatively framed MCQs and sought to understand how presentation affects student performance.
Impact of Negatively Framed MCQs on Student Performance
One significant finding of this study is the detrimental impact of negatively framed MCQs on student performance. The average correct scores among students were highest for the positively framed set (45.5%) and lowest for the negatively framed set (31.9%). The difficulty index indicated that positively framed MCQs were categorized as 'ideal' whereas negatively framed MCQs fell under 'difficult.' The data demonstrated a clear link between the framing of questions and student outcomes, emphasizing that negatively framed questions not only hinder understanding but also lower overall performance.
Improvement through Highlighting Negative Words
Another key concept explored in the study was the effect of highlighting negative words in the stem of negatively framed MCQs. Set C, which incorporated underlined and capitalized negative terms such as ‘not’ and ‘except,’ resulted in improved student performance with an average score of 41.4%. This finding suggests that facilitating attention toward critical wording can mitigate the confusion often caused by negative framing. Notably, the difficulty index for Set C improved from 'difficult' to 'ideal,' indicating that proper formatting can positively influence the level of difficulty in answering questions.
Discrimination Index and Its Relevance
The discrimination index, which assesses the ability of an assessment to differentiate between high and low achievers, demonstrated significant variations across the different sets of MCQs. The study found that while the positively framed MCQs had a high discrimination index of 0.43 (considered 'good discrimination'), the negatively framed MCQs scored only 0.19, falling into the 'poor discrimination' category. This underscores the importance of question framing in not only evaluating knowledge but also in effectively distinguishing student competency levels.
Conclusion
In conclusion, the present study illustrates the detrimental effects of negatively framed MCQs on the performance and assessment capabilities of medical students. By emphasizing negative wording, these questions can cause significant confusion, leading to poorer outcomes and reduced discrimination effectiveness. The results indicate that utilizing strategies such as highlighting negative terms can improve comprehension and grading. Therefore, it is imperative for educators to prioritize positive framing in assessment tools to enhance learning and accurately assess student understanding.
FAQ section (important questions/answers):
What was the focus of the study on MCQs?
The study aimed to investigate the effect of positively and negatively framed multiple choice questions (MCQs) on medical education by evaluating their difficulty and discrimination indices.
How many students participated in the MCQ study?
A total of 156 second-year MBBS students from SMMCHRI participated in the study.
What were the three sets of MCQs used?
The study used three sets: Set A with positively framed MCQs, Set B with negatively framed MCQs, and Set C, which was Set B with negative words highlighted.
What was the average score for each MCQ set?
Students scored an average of 45.5% in Set A, 31.9% in Set B, and 41.4% in Set C.
How did negative framing affect student performance?
Negatively framed MCQs decreased overall student performance and their ability to discriminate between high and low achievers.
What conclusions were drawn regarding negative word emphasis?
Highlighting negative words improved student performance and reading comprehension in MCQs, thereby enhancing their ability to answer correctly.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Effect of negatively framed mcqs in the medical education”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Study (Studying):
The study refers to a systematic investigation aimed at understanding the effects of positively and negatively framed multiple choice questions (MCQs) on medical students' performance. In this context, the study highlights how question framing impacts comprehensibility, difficulty levels, and assessment outcomes, providing insights into educational practices in medical education.
2) Pharmacology:
Pharmacology is the branch of medicine that studies drug action and interactions in the body. In the context of this research, pharmacology serves as the foundational topic for creating MCQs, which assess students’ comprehension of its principles, helping to evaluate their understanding of drug mechanisms, therapeutic uses, and side effects.
3) Education:
Education encompasses the processes of teaching and learning, particularly in formal settings like medical schools. This study evaluates educational methodologies by comparing the effectiveness of various MCQ frameworks, thus contributing valuable data on optimizing assessment techniques in medical education for better student learning outcomes.
4) Calculation:
Calculation is a fundamental aspect of the study, particularly in determining the difficulty and discrimination indices of the MCQs. These calculations help quantify how well students perform on the tests, aiding in the objective analysis of the impact of question framing on student comprehension and retention of material.
5) Performance:
Performance refers to how well students answer the MCQs, indicating their understanding and retention of pharmacology content. This study examines performance differences in responses to positively framed versus negatively framed questions, revealing the effects of question structure on students' cognitive processes and test results.
6) Table:
Tables in the study present data in an organized manner, summarizing results like student scores, percentage of high and low achievers, and difficulty indices. They facilitate easy comparison of performance across different sets of MCQs, thereby enhancing the clarity of findings and supporting data-driven conclusions.
7) Pur:
The term 'poor' is used to describe low performance levels among students, particularly in relation to answering negatively framed MCQs. This classification helps identify which question formats hinder student understanding and demonstrate the necessity for more effective assessment techniques to improve overall comprehension.
8) Thanjavur:
Thanjavur is a city in Tamil Nadu, India, and the location of the medical institution involved in the study. Its inclusion provides geographical context and indicates the regional educational practices in medical training that were examined, reflecting specific local challenges faced by medical students in this environment.
9) Tamilnadu (Tamil-nadu):
Tamil Nadu is a state in southern India known for its educational institutions. In this study, the significance lies in how regional educational frameworks contribute to the development of medical curricula. The findings from this research could impact medical education policies within the state and other similar regions.
10) India:
India is the country where this study was conducted, and its diverse educational landscape influences medical practices and student learning experiences. The research contributes to the broader discourse on improving medical education methodologies within Indian universities, thereby addressing specific learning needs and challenges faced by students.
11) Field:
Field refers to the specific academic discipline of study, in this case, medical education and pharmacology. Understanding this field allows for tailored educational strategies to enhance learner outcomes, as well as fostering improvements in assessment techniques relevant to the medical training context.
12) Discussion:
Discussion entails the interpretation and analysis of results gleaned from the study. This section critically evaluates the findings, connecting them to existing literature, and proposing recommendations for future question framing practices in medical education to improve students’ performance on assessments.
13) Medicine:
Medicine is the science and practice of diagnosing, treating, and preventing illnesses. In the context of this study, it underscores the importance of effective education methods in producing competent healthcare professionals. The research aims to optimize MCQs to strengthen medical education and prepare students for real-world clinical challenges.
14) Learning:
Learning represents the process by which students acquire knowledge and skills, particularly in pharmacology, as highlighted in this study. Effective assessment formats are crucial for facilitating meaningful learning experiences, ensuring that medical students grasp complex concepts vital for their future practice as healthcare providers.
15) Chennai:
Chennai, the capital of Tamil Nadu, is a key urban center for education and healthcare in India. Its mention emphasizes the geographical context of the study, highlighting the medical educational institutions located there and their role in shaping student experiences and outcomes in medical training.
16) Quality:
Quality pertains to the standard of education and assessment methods utilized in medical training. The study's focus on the effects of MCQ framing on student performance speaks directly to the overarching goal of improving educational quality in medical schools, thereby ensuring students achieve optimal learning outcomes.
17) Nature:
Nature in this context refers to the inherent characteristics of MCQs, including their framing and structure. Understanding the nature of questions helps in assessing their effectiveness in evaluating students' knowledge and cognitive competencies, which is critical for enhancing assessment practices in medical education.
18) Rules:
Rules pertain to the established guidelines and criteria that govern the conduct of the study and the evaluation of students' performances. Understanding these rules is essential for ensuring that the research is conducted ethically and produces valid, reliable results that can inform educational practices.
19) Line:
Line refers to the subtle distinctions that differentiate correct answers from distractors in MCQs. This concept is especially pertinent in negatively framed questions, where a thin line between understanding and misunderstanding can significantly impact student performance, thereby informing how questions should be constructed in assessments.
Other Science Concepts:
Discover the significance of concepts within the article: ‘Effect of negatively framed mcqs in the medical education’. Further sources in the context of Science might help you critically compare this page with similair documents:
Medical education, Discrimination index, Statistical analyses, Oral Consent, Student's performance, Recall bias, Difficulty index, High achievers, Low achievers.