A comparison of clinical-scenario (case cluster) versus stand-alone multiple choice questions in a problem-based learning environment in undergraduate medicine

Objective: To determine preferences of medical students for modes of teaching, qualities of a good teacher and assessmenttechniques in medical education. Design: A descriptive cross-sectional study. Setting: Lahore Medical and Dental College, Lahore. Period:January 2011. Material & Methods: All students of third and fourth year MBBS classes were included in the study (n=127). A pre-testedquestionnaire was used for data collection. A 7-point Likert scale ranging from 1(strongly disagree) to 7(strongly agree) was used to determinestudent’s preferences of teaching styles. The data was recorded using SPSS version 16.0. Descriptive statistics were computed. Results: Thepreferred teaching methods for basic science subjects were skills laboratory 88(70%), followed by problem based learning 70(55%) andinteractive lectures 65(51%). The same teaching methods i.e. skills laboratory 101(80%), problem based learning 89(70%) and interactivelectures 79(62%) were also popular for the teaching of clinical science subjects. The least preferred teaching method for both basic 51(40%)and clinical 58(46%) sciences was didactic lectures. The desirable quality of a good teacher was reported as teaching skills 111(87%) and thepreferred assessment technique was found to be multiple choice questions 90(71%). Conclusions: Students prefer the student centredteaching styles as opposed to the traditional approach. Good teaching skill is the most desirable quality of a teacher and most students like to beassessed by multiple choice questions.

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Cardiac Anesthesia: A Problem-Based Learning Approach

10.1093/med/9780190884512.001.0001 ◽

2019 ◽

Keyword(s):

Problem Based Learning ◽

Learning Approach ◽

Practical Case ◽

Clinical Scenario ◽

Case Description ◽

Medical Review ◽

Cardiac Anesthesia ◽

Multiple Choice Questions ◽

Comprehensive Review ◽

Case Based

Cardiac Anesthesia: A Problem-Based Learning Approach provides a comprehensive review of the dynamic and ever-changing field of cardiac anesthesia. Its problem-based format incorporates a vast pool of practical case-related questions as well as multiple choice questions at the end of the chapter. Each chapter starts with a case description, usually a compilation of several actual cases; it then branches out, through case-based questions, to increasingly complex situations. This structure is designed to create an authentic experience that mirrors working through the nuances of a complicated clinical scenario. The discussion sections that follow in each chapter offer a comprehensive approach to the chapter's subject matter, thus creating a modern, complete, and up-to-date medical review of that topic.

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Cooperative Learning in a Passive Learning Environment: A Replication and Extension

Issues in Accounting Education ◽

10.2308/iace.2008.23.1.67 ◽

2008 ◽

Vol 23 (1) ◽

pp. 67-75 ◽

Cited By ~ 23

Author(s):

Nen-Chen Richard Hwang ◽

Gladie Lui ◽

Marian Yew Jen Wu Tong

Keyword(s):

Cooperative Learning ◽

Learning Environment ◽

Learning Outcomes ◽

Multiple Choice ◽

Future Research ◽

Multiple Choice Questions ◽

Traditional Lecture ◽

Passive Learning ◽

Effective Pedagogy ◽

Level Of Knowledge

This study replicates Hwang et al. (2005) with a different cohort of accounting majors. This study also extends Hwang et al.'s (2005) article by exploring the effectiveness of employing cooperative learning pedagogy to enhance students' learning outcomes at both the application level and analysis level of knowledge (Bloom 1956). Different from the original paper, this study evaluates participants' learning outcomes using cases with supporting calculations, instead of multiple-choice questions. Overall, this study finds that cooperative learning is a more effective pedagogy than traditional lecture for students who were raised and educated in a passive learning environment. Limitations and possible directions for future research are also discussed.

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Acceptability and effectiveness of a 3D virtual reality cardiovascular lesson

International Paramedic Practice ◽

10.12968/ippr.2019.9.3.67 ◽

2019 ◽

Vol 9 (3) ◽

pp. 67-74

Author(s):

Dervla Kelly ◽

Mary O'Neill ◽

Bisola Salaja ◽

Kieran O'Mahony ◽

Mark Dixon

Keyword(s):

Emergency Medicine ◽

Virtual Reality ◽

Learning Environment ◽

Multiple Choice ◽

Problem Based Learning ◽

Organ System ◽

Multiple Choice Question ◽

Significant Positive Effect ◽

Anatomy And Physiology ◽

Positive Effect

Introduction: The aim is to describe a preliminary pilot incorporating 3D virtual reality (VR) into a cardiovascular problem-based learning (PBL) lesson. Methods: A paramedic cohort of students (n=19) took part in a 12-lesson anatomy and physiology module. Multiple choice question results from the cardiovascular PBL lesson were compared with the multiple choice question results from other organ system PBL lessons. In addition, a questionnaire was answered by 15 students assessing acceptability of the lesson. Results: The authors found that when students used VR materials, they achieved significantly better results compared with the non-VR lessons. Over 80% of students thought that VR-based PBL exercises brought the cardiovascular anatomy to life and was a useful learning tool. Conclusion: The use of VR in a PBL learning environment has a significant positive effect on the performance of the students and is valued by students as useful. It may therefore be beneficial to integrate VR-based learning into emergency medicine training.

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Multiple-Choice Questions

International Astronomical Union Colloquium ◽

10.1017/s0252921100086474 ◽

1990 ◽

Vol 105 ◽

pp. 83-87 ◽

Cited By ~ 1

Author(s):

Roy L. Bishop

Keyword(s):

Learning Environment ◽

Multiple Choice ◽

Multiple Choice Questions

Although few people enjoy tests and examinations, these aspects of education appear to be essential to the maintenance of standards, and they provide a vital learning environment for both students and instructor. Opinions regarding “objective,” or “multiple-choice,” questions range from very positive, which is my own qualified opinion, to very negative. In the latter instance, some claim that such questions should never be used, and refer derisively to multiple-choice questions as “multiple-guess questions.”

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