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https://www.readbyqxmd.com/read/28799435/sure-or-unsure-measuring-students-confidence-and-the-potential-impact-on-patient-safety-in-multiple-choice-questions
#1
Rafael Henrique Rangel, Leona Möller, Helmut Sitter, Tina Stibane, Adam Strzelczyk
BACKGROUND: Multiple-choice questions (MCQs) provide useful information about correct and incorrect answers, but they do not offer information about students' confidence. METHODS: Ninety and another 81 medical students participated each in a curricular neurology multiple-choice exam and indicated their confidence for every single MCQ. Each MCQ had a defined level of potential clinical impact on patient safety (uncritical, risky, harmful). Our first objective was to detect informed (IF), guessed (GU), misinformed (MI), and uninformed (UI) answers...
August 11, 2017: Medical Teacher
https://www.readbyqxmd.com/read/25398312/pattern-recognition-as-a-concept-for-multiple-choice-questions-in-a-national-licensing-exam
#2
Tilo Freiwald, Madjid Salimi, Ehsan Khaljani, Sigrid Harendza
BACKGROUND: Multiple-choice questions (MCQ) are still widely used in high stakes medical exams. We wanted to examine whether and to what extent a national licensing exam uses the concept of pattern recognition to test applied clinical knowledge. METHODS: We categorized all 4,134 German National medical licensing exam questions between October 2006 and October 2012 by discipline, year, and type. We analyzed questions from the four largest disciplines: internal medicine (n = 931), neurology (n = 305), pediatrics (n = 281), and surgery (n = 233), with respect to the following question types: knowledge questions (KQ), pattern recognition questions (PRQ), inverse PRQ (IPRQ), and pseudo PRQ (PPRQ)...
2014: BMC Medical Education
https://www.readbyqxmd.com/read/24411537/task-based-learning-versus-problem-oriented-lecture-in-neurology-continuing-medical-education
#3
COMPARATIVE STUDY
Farhan Vakani, Wasim Jafri, Amina Ahmad, Aziz Sonawalla, Mughis Sheerani
OBJECTIVE: To determine whether general practitioners learned better with task-based learning or problem-oriented lecture in a Continuing Medical Education (CME) set-up. STUDY DESIGN: Quasi-experimental study. PLACE AND DURATION OF STUDY: The Aga Khan University, Karachi campus, from April to June 2012. METHODOLOGY: Fifty-nine physicians were given a choice to opt for either Task-based Learning (TBL) or Problem Oriented Lecture (PBL) in a continuing medical education set-up about headaches...
January 2014: Journal of the College of Physicians and Surgeons—Pakistan: JCPSP
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