scholarly journals Use of Student-Generated Multiple Choice Questions to Enhance Team-Based Learning of Anatomy at the University of Rwanda

2020 ◽  
Vol Volume 11 ◽  
pp. 825-832
Author(s):  
Isaie Sibomana ◽  
Irenee David Karenzi ◽  
Irenee Niyongombwa ◽  
Jean Claude Byiringiro ◽  
Julien Gashegu ◽  
...  
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Team Based Learning ◽  
The University

scholarly journals Use of Student-generated Multiple Choice Questions to Enhance Team-based Learning of Anatomy at the University of Rwanda

2019 ◽  
Author(s):  
ISAIE SIBOMANA ◽  
Irenee David Karenzi ◽  
Irenee Niyongombwa ◽  
Jean Claude Byiringiro ◽  
Julien Gashegu ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Test Scores ◽  
Multiple Choice ◽  
Cost Effective ◽  
Human Anatomy ◽  
Multiple Choice Questions ◽  
Team Based Learning ◽  
Post Test ◽  
The University ◽  
Anatomy Teaching

Abstract Introduction: Teaching of human anatomy has undergone significant changes in last 3 decades. At the University of Rwanda, anatomy is being taught using team-based learning (TBL). While student generated multiple choice questions (MCQs) stimulate deeper thinking of a given topic, their impact on anatomy learning is not known. This study aimed to improve anatomy teaching and student satisfaction by combining both models. Methods: It was a comparative interventional study where two similar chapters of anatomy were selected and one taught using team based learning while the other one, in addition to TBL, student were encouraged to set MCQs while studying. Pre- and post-test scores were analysed using SPSS 23 and student t-test was used to compare the mean score obtained. Results: 31 medical students were recruited. Pre-test mean scores in both chapters were 25.10 and 25.19 over 50 for chapter 1 and chapter 2 respectively. Although the students’ post-test scores improved after teaching for each chapter, it was much more for chapter 2 than chapter one with mean score of 39.97 and 32.45 over 50 respectively (P<0.05). Despite such improvement, setting MCQs was not easy in almost a half of students. Conclusion: This study has found that student generated MCQs can be used as a simple and cost effective tool to enhance TBL learning of anatomy. Keywords: Anatomy, teaching, MCQs, TBL, University of Rwanda

scholarly journals Use of Student-generated Multiple Choice Questions to Enhance Team-based Learning of Anatomy at the University of Rwanda

2020 ◽  
Author(s):  
ISAIE SIBOMANA ◽  
Irenee David Karenzi ◽  
Irenee Niyongombwa ◽  
Jean Claude Byiringiro ◽  
Julien Gashegu ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Test Scores ◽  
Multiple Choice ◽  
Cost Effective ◽  
Human Anatomy ◽  
Multiple Choice Questions ◽  
Team Based Learning ◽  
Post Test ◽  
The University

Abstract Background: Teaching of human anatomy has undergone significant changes in last 3 decades. At the University of Rwanda, anatomy is being taught using team-based learning. While student generated multiple choice questions (MCQs) stimulate deeper thinking of a given topic, their impact on anatomy learning is not known. This study aimed to improve anatomy teaching and student satisfaction by combining both models. Methods: It was a comparative interventional study where two similar chapters of anatomy were selected and one taught using team based learning (TBL) while the other one, in addition to TBL, student were encouraged to set MCQs while studying. Pre- and post-test scores were analysed using SPSS 23 and student t-test was used to compare the mean score obtained. Results: 31 medical students were recruited. Pre-test mean scores in both chapters were 25.10 and 25.19 over 50 for chapter 1 and chapter 2 respectively. Although the students’ post-test scores improved after teaching for each chapter, it was much more for chapter 2 than chapter one with mean score of 39.97 and 32.45 over 50 respectively (P<0.05). Despite such improvement, setting MCQs was not easy in almost a half of students. Conclusion: This study has found that student generated MCQs can be used as a simple and cost effective tool to enhance TBL learning of anatomy.

TEXTILE CRAFT STUDENTS’ PERCEPTIONS OF SUSTAINABLE CRAFTS

2012 ◽  
Vol 43 (1) ◽  
pp. 131-140
Author(s):  
Leena Vartiainen ◽  
Minna Kaipainen
Keyword(s):  
Sustainable Development ◽  
Multiple Choice ◽  
Work Conditions ◽  
Life Cycle Thinking ◽  
Multiple Choice Questions ◽  
Textile Design ◽  
Teacher Students ◽  
Purchasing Behaviour ◽  
The University ◽  
Eastern Finland

Future teachers have an important role in education for sustainable development. This article describes textile craft teacher students’ perceptions of sustainable textile craft. The data derives from a survey of craft teacher students of the University of Eastern Finland (N = 20). The questionnaire included open-ended and multiple choice questions about sustainability of textile craft education and the relevance of sustainability in the students’ lives. The study reveals textile craft teacher students’ conceptions as consumers, craft makers and future textile craft teachers. The open-ended questions were analyzed by content analysis and the multiple choice questions were analyzed with statistical methods. The results were reflected to Victor Papanek’s function complex. As consumers, students favour good quality products and recycling of textiles. They are concerned about workers’ work conditions and against child labour. Although values and perceptions related to sustainable consumerism are high, sometimes the actual purchasing behaviour differs from the values because of the students’ meagre budgets. As craft makers, availability of locally produced materials and materials made of natural fibres are important to students. As future textile craft teachers, students think that craft is an excellent way to teach sustainability and sustainable craft. They consider it is important to teach life-cycle thinking but also craft culture and skills. Key words: clothing and textile design, sustainable craft, textile craft teachers.

scholarly journals The cognitive requirement in the multiple-choice exams in the university context and its relationship with learning approaches, self-regulation, teaching methods and academic performance

2019 ◽  
Vol 9 (3) ◽  
pp. 177-187
Author(s):  
Pilar Gandía Herrero ◽  
Agustín Romero Medina
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Multiple Choice ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Academic Context ◽  
Predominant Type ◽  
Training Activities ◽  
The University

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

scholarly journals How about including free-standing, open-ended questions for readiness assessment and application activities in team-based learning, in addition to MCQs?

2020 ◽  
Vol 44 (1) ◽  
pp. 62-64
Author(s):  
Elapulli Sankaranarayanan Prakash
Keyword(s):  
Learning Outcomes ◽  
Multiple Choice ◽  
Learning Outcome ◽  
Significant Problem ◽  
Multiple Choice Questions ◽  
Free Standing ◽  
Readiness Assessment ◽  
Specific Choice ◽  
Team Based Learning ◽  
Intended Learning Outcomes

In conventional team-based learning (TBL), readiness assurance test (RAT) items must be formatted as free-standing multiple-choice questions (MCQs). Even in the application phase of TBL, all teams must work on the same, significant problem and be required to make a specific choice and simultaneously report them to the whole class, which the MCQ format with predetermined answer choices allows. However, the founders of the TBL method rightly emphasize that the intended learning outcomes of a course using TBL underlie the design of the various components of TBL. The main point of this brief essay is to suggest that, if the ability to generate solutions to problems without predetermined answer choices is an intended learning outcome, it is advantageous to include carefully constructed free-standing, open-ended questions (OEQ) for both RAT and application activities in courses using TBL as the primary instructional method, in addition to the use of MCQs. Free-standing OEQs are OEQs not linked to an MCQ used for RAT or application activities. How this might be incorporated in what one may envision as TBL is discussed.

scholarly journals A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 81 ◽  
Author(s):  
Barry Bleske ◽  
Tami Remington ◽  
Trisha Wells ◽  
Kristin Klein ◽  
Jeffrey Tingen ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Short Term ◽  
Assessment Scores ◽  
Significant Difference ◽  
Team Based Learning ◽  
Elective Course ◽  
Teaching Pedagogies

There are limited data evaluating the effectiveness of different teaching pedagogies to maintain gains in learning achieved over the short term. The purpose of this study is to compare long-term learning outcomes between two different teaching pedagogies, team-based learning (TBL) and lecture. Within a therapeutic elective course a randomized crossover study was conducted with 30 students divided into two sections. Each section was taught six therapeutic topics (three TBL and three lecture). Six months following completion of the course, 47 assessment questions (application and recall multiple-choice questions) were re-administered to 16 students from the class with no prior announcement of the assessment. The results showed no significant difference in long-term assessment scores between TBL and lecture formats (67 ± 14% vs. 63 ± 16%, p = 0.2, respectively). In addition, there was a significant (p < 0.0001) and similar decline in short-term gains for TBL (90 ± 9% vs. 67 ± 14%) and lecture (86 ± 11% vs. 63 ± 16%) in assessment scores. In conclusion, there was no advantage gained by employing an active-learning pedagogy when assessing multiple-choice questions six months following end of a therapeutics course in a limited sample size. Neither pedagogy was able to maintain short-term gains in learning outcomes as assessed by multiple-choice questions.

scholarly journals Assessment practices in undergraduate clinical medicine training: What do we do and how we can improve?

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Hanneke Brits ◽  
Johan Bezuidenhout ◽  
Lynette J. Van der Merwe ◽  
Gina Joubert
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Clinical Medicine ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Assessment Practices ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Current Assessment ◽  
The University

Background: Assessment should form an integral part of curriculum design in higher education and should be robust enough to ensure clinical competence.Aim: This article reports on current assessment practices and makes recommendations to improve clinical assessment in the undergraduate medical programme at the University of the Free State.Methods: A descriptive cross-sectional study design was used. Qualitative and quantitative data were gathered by means of open- and closed-ended questions in a self-administered questionnaire, which was completed by teaching and learning coordinators in 13 disciplines.Results: All disciplines in the undergraduate medical programme are represented. They used different assessment methods to assess the competencies required of entry-level healthcare professionals. Workplace-based assessment was performed by 30.1% of disciplines, while multiple-choice questions (MCQs) (76.9%) and objective structured clinical examinations (OSCEs) (53.6%) were the main methods used during formative assessment. Not all assessors were well prepared for assessment, with 38.5% never having received any formal training on assessment. Few disciplines (15.4%) made use of post-assessment moderation as a standard practice, and few disciplines always gave feedback after assessments.Conclusion: The current assessment practices for clinical students in the undergraduate medical programme at the University of the Free State cover the spectrum that is necessary to assess all the different competencies required. Multiple-choice questions and OSCEs, which are valid and reliable assessment methods, are used frequently. Poor feedback and moderation practices should be addressed. More formative assessments, and less emphasis on summative assessment, should be considered. Workplace-based and continuous assessments may be good ways to assess clinical competence.

scholarly journals Observable and Unobservable Involvement Behaviours of a Climatology Course’s Undergraduate Students

2020 ◽  
Vol 2 (1) ◽  
pp. 79-85
Author(s):  
T. M. Seixas ◽  
M. A. Salgueiro da silva
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Prior Knowledge ◽  
Undergraduate Students ◽  
Multiple Choice ◽  
High Grade ◽  
Multiple Choice Questions ◽  
Online Questionnaire ◽  
Classroom Activities ◽  
The University

This study investigated students’ observable and unobservable involvement behaviours and their possible relation with academic achievement in a Climatology course at the Department of Physics and Astronomy of the Faculty of Sciences of the University of Porto, Portugal, in the Fall 2018/19. A structured online questionnaire titled “Observable and Unobservable Student Involvement Behaviours (OUSIB)” featuring a zero-centred 5-point Likert scale was used to collect the data. The OUSIB questionnaire comprised 20 multiple-choice questions, which were divided into two subscales: (1) Observable Involvement Behaviours; (2) Unobservable Involvement Behaviours; it was validated using Cronbach coefficient alpha. The collected data show that unobservable involvement behaviours are more frequent than the observable ones. This may reflect the difficulties that most students face in understanding the course contents, which likely triggers their introspective (unobservable) in detriment of their observable involvement behaviour. We notice that most of the Climatology syllabus consists of new subjects for which students generally have no prior knowledge or experience. It may constitute a great challenge for students being able to provide regular observable feedback during an entire problem-solving class. Moreover, there is a common tendency for high-grade students to prepare the classes in advance and involve less both observably and unobservably in classroom activities. We found no significant correlation between students’ final grades and their replies to the OUSIB questionnaire, which precludes any possible relationship between students’ academic achievement and their involvement behaviours in problem-solving classes.

scholarly journals Using Concept Maps in a Modified Team-Based Learning Exercise

2015 ◽  
Vol 180 (suppl_4) ◽  
pp. 64-70 ◽  
Author(s):  
Barbara E.C. Knollmann-Ritschel ◽  
Steven J. Durning
Keyword(s):  
Medical School ◽  
Student Performance ◽  
Concept Maps ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Assessment Of Learning ◽  
Individual Assessment ◽  
Team Based Learning ◽  
And Performance ◽  
School Curricula

ABSTRACT Medical school education has traditionally been driven by single discipline teaching and assessment. Newer medical school curricula often implement an organ-based approach that fosters integration of basic science and clinical disciplines. Concept maps are widely used in education. Through diagrammatic depiction of a variety of concepts and their specific connections with other ideas, concept maps provide a unique perspective into learning and performance that can complement other assessment methods commonly used in medical schools. In this innovation, we describe using concepts maps as a vehicle for a modified a classic Team-Based Learning (TBL) exercise. Modifications to traditional TBL in our innovation included replacing an individual assessment using multiple-choice questions with concept maps as well as combining the group assessment and application exercise whereby teams created concept maps. These modifications were made to further assess understanding of content across the Fundamentals module (the introductory module of the preclerkship curriculum). While preliminary, student performance and feedback from faculty and students support the use of concept maps in TBL. Our findings suggest concept maps can provide a unique means of determining assessment of learning and generating feedback to students. Concept maps can also demonstrate knowledge acquisition, organization of prior and new knowledge, and synthesis of that knowledge across disciplines in a unique way providing an additional means of assessment in addition to traditional multiple-choice questions.

Sign in / Sign up

Export Citation Format

Share Document