Offene Fragen vs. Multiple-Choice-Fragen im 1. Abschnitt des Medizinstudiums: Untersuchung am Beispiel von Topographischer Anatomie
Year: 2007
Type: article
Study design: Observational Study
Abstract: Multiple choice questions (MCQ) have become the basis of state medical examinations in Germany since 1970. Single answer questions (SAQ) have become a convenient alternative for undergraduate testing in medicine. Our aim was to study the best use of both types of questions by comparison of examination results. In a retrospective study, examination results of 351 second year students of medicine were selected from written exams that contained both MCQ and SAQ, and evaluated by statistical analysis. Rank correlation coefficients according to Spearman and F-ratio were calculated from the paired data of rates of correct answers from MCQ and SAQ. The reliability of selected exam questions was estimated by comparing results from answers to comparable questions from consecutive years. The effect of learning was evaluated by comparing results from exams before the start of the class with results obtained during the course. Statistical evaluation revealed that the mean rate of correct answers was 0.84 (ratio right answers / total number) for SAQ, and significantly differed from the answer rate of 0.71 for MCQ. The difference was more pronounced in the subgroup of low performance students. The rate of correct answers of selected SAQ and MCQ were sufficiently reliable in consecutive examinations. There was a clear correlation between rate of successfully solved SAQ in entrance exams and in consecutive examination results. Parameters that were included in statistical calculation (Age, sex, language) as controls did not influence the difference between SAQ and MCQ. In conclusion, the results suggest that SAQ had the same level of discrimination when compared to MCQ, although their level of difficulty was lower than MCQ. They had a sufficient level of reliability, and were easier to modify for re-use in further examinations. Examinations that consist solely of MCQ are difficult to compose, and can hardly be re-used. The combination of SAQ and MCQ in exams helps to overcome this problem.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2488112848