scholarly journals Assessment of Global Health Education: The Role of Multiple-Choice Questions

2021 ◽  
Vol 9 ◽  
Author(s):  
Nathan T. Douthit ◽  
John Norcini ◽  
Keren Mazuz ◽  
Michael Alkan ◽  
Marie-Therese Feuerstein ◽  
...  
Keyword(s):  
Health Education ◽  
Global Health ◽  
Multiple Choice ◽  
International Health ◽  
Biomedical Science ◽  
Multiple Choice Questions ◽  
Global Health Education ◽  
Item Writing ◽  
Difficulty Index

Introduction: The standardization of global health education and assessment remains a significant issue among global health educators. This paper explores the role of multiple choice questions (MCQs) in global health education: whether MCQs are appropriate in written assessment of what may be perceived to be a broad curriculum packed with fewer facts than biomedical science curricula; what form the MCQs might take; what we want to test; how to select the most appropriate question format; the challenge of quality item-writing; and, which aspects of the curriculum MCQs may be used to assess.Materials and Methods: The Medical School for International Health (MSIH) global health curriculum was blue-printed by content experts and course teachers. A 30-question, 1-h examination was produced after exhaustive item writing and revision by teachers of the course. Reliability, difficulty index and discrimination were calculated and examination results were analyzed using SPSS software.Results: Twenty-nine students sat the 1-h examination. All students passed (scores above 67% - in accordance with University criteria). Twenty-three (77%) questions were found to be easy, 4 (14%) of moderate difficulty, and 3 (9%) difficult (using examinations department difficulty index calculations). Eight questions (27%) were considered discriminatory and 20 (67%) were non-discriminatory according to examinations department calculations and criteria. The reliability score was 0.27.Discussion: Our experience shows that there may be a role for single-best-option (SBO) MCQ assessment in global health education. MCQs may be written that cover the majority of the curriculum. Aspects of the curriculum may be better addressed by non-SBO format MCQs. MCQ assessment might usefully complement other forms of assessment that assess skills, attitude and behavior. Preparation of effective MCQs is an exhaustive process, but high quality MCQs in global health may serve as an important driver of learning.

Preparing Christian Health Workers for International Work: Evaluating a Short Global Health Course

2020 ◽  
Vol 7 (5) ◽  
pp. 21-30
Author(s):  
Sneha Kirubakaran ◽  
Douglas Shaw ◽  
Lawrie McArthur ◽  
Angus Miller ◽  
Anthony Radford
Keyword(s):  
Health Education ◽  
Global Health ◽  
Health Professionals ◽  
Online Survey ◽  
Health Workers ◽  
International Health ◽  
Structured Interviews ◽  
Global Health Education ◽  
Health And Development ◽  
The Impact

Improving global health education to ensure health professionals are prepared and competent in the world’s increasingly interconnected health-scape is a vital need.  For many health professionals, global health education is facilitated through short, pre-departure courses in cross-cultural health and development work.  There is currently limited literature on both the availability and the effectiveness of such courses.  Our research aim was to explore the impact of a short course in global health education, designed and delivered by an Australian not-for-profit organisation, Intermed SA (Intermed).  We conducted a short online survey of Intermed graduates, followed by semi-structured interviews with selected participants.  The results indicate that Intermed’s International Health and Development course was effective in achieving the course objectives as assessed by graduates, whilst also having a positive practical impact on the graduates’ professional development.

scholarly journals Item Analysis of Multiple Choice Questions in Pharmacology

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Imtiaz Uddin ◽  
Iftikhar Uddin ◽  
Izaz Ur Rehman ◽  
Muhammad Siyar ◽  
Usman Mehboob
Keyword(s):  
Medical Education ◽  
Item Analysis ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Teaching Programme ◽  
Medical College ◽  
Item Writing ◽  
Difficulty Index

Background: MCQs type assessment in medical education is replacing old theory style. There are concerns regarding the quality of the Multiple Choice Questions.Objectives: To determine the quality of Multiple Choice Questions by item analysis. Material and Methods: Study was a cross sectional descriptive .Fifty Multiple Choice Questions in the final internal evaluation exams in 2015 of Pharmacology at Bacha khan Medical College were analyzed. The quality of each Multiple Choice Questions item was assessed by the Difficulty index (Dif.I), Discriminative Index (D.I) and Distracter Efficiency (D.E).Results: Multiple Choice Questions that were of moderate difficulty were 66%. Easy were 4% and high difficulty were 30%.Reasons for high difficult Multiple Choice Questions were analyzed as Item Writing Flaws 41%, Irreverent Difficulty 36% and C2 level 23%. Discrimination Index shows that majority of MCQs were of Excellent Level (DI greater than 0.25) i.e 52 , Good 32% . (DI=2.15-0.25), Poor 16%. MCQs Distracter Effectiveness (DE)= 4, 3,2,1 were 52%, 34%, 14%, and 0% respectively. Conclusion: Item analysis gives us different parameters with reasons to recheck MCQ pool and teaching programme. High proportions of difficult and sizable amount of poor discriminative indices MCQs were the finding in this study and need to be resolved

scholarly journals Transforming Undergraduate Global Health Education Through a Humanities-Focused Curriculum

2020 ◽  
Vol 6 (1) ◽  
pp. 9-13
Author(s):  
Kearsley A. Stewart
Keyword(s):  
Health Education ◽  
Global Health ◽  
Medical Humanities ◽  
Health Needs ◽  
Primary Role ◽  
Health Humanities ◽  
Global Health Education ◽  
Biomedical Technologies ◽  
Physician Empathy

Global health needs the humanities today as medicine needed the humanities in the 1970s. When new biomedical technologies threatened to undermine the physician in their primary role of healing the patient, the field of medical humanities emerged to rehumanize the doctor and revive physician empathy through humanities methods and content such as close reading of poetry and novels, reflective writing, and critiquing art. In contrast, many of today’s undergraduate global health students are plagued by a surfeit, rather than a lack, of empathy to “save the world.” As the medical humanities transformed medical education, can today’s humanities and arts, especially the new fields of health humanities and critical medical humanities, transform global health education and practice by igniting a “global health humanities”? This essay focuses on emerging pedagogical and curricular challenges in nonclinical, undergraduate global health training primarily in North America.

scholarly journals Gender and global health education, what is it about the Global South

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Atobrah
Keyword(s):  
Health Education ◽  
Global Health ◽  
Gender Stereotypes ◽  
Methodological Approach ◽  
Qualitative Interviews ◽  
Global South ◽  
Ethnographic Study ◽  
Cultural Issues ◽  
Research Participants ◽  
Global Health Education

Abstract Background International policy frameworks have strengthened advocacy for gender equality, as agreed in SDG 3. However, gender considerations in research and the related methodological approaches often focus on gender-oriented topics in the global North with little attention on gender perspectives in ostensibly neutral disciplines such as health, and with even less consideration in African societies. The aim is to illustrate how feminist research principles, sensitivity to gender relations and gender performance are cross-cutting and integral in the use of patient-centered methods, ethics and culture. Methods Material was taken from an ethnographic study based on in-depth qualitative interviews conducted with cancer patients in Accra, Ghana. Eight cases studies of women diagnosed of breast cancer, ovarian, endometrium or cervical cancer were selected for the present analysis. Results In highly gendered societies like Africa health research is shaped by the peculiar ethical considerations on gender and cultural issues. This leads to a situation where female researchers may have favourable opportunities for gathering qualitative material because of gender stereotypes. However, they face gendered expectations of their research participants during data collection periods, and this may provoke adverse reactions, if the researcher does not meet the expectations. Education into patient-centred methods, therefore, must strengthen competencies of health professionals to critically reflect their own gendered realities and confront masculinity and femininity reactions by research participants, while being culturally sensitive and ethical at the same time. Conclusions Advocacy for gender approaches in global health education is important but not sufficient. Action is needed to develop a methodological approach sensitive to the gendered conditions of patient-centred research in the Global South.

scholarly journals Structural competency and global health education

2020 ◽  
pp. 1-22
Author(s):  
Michael Harvey ◽  
Joshua Neff ◽  
Kelly R. Knight ◽  
Joia S. Mukherjee ◽  
Sriram Shamasunder ◽  
...  
Keyword(s):  
Health Education ◽  
Global Health ◽  
Global Health Education ◽  
Structural Competency

Severe Acute Malnutrition and Food Insecurity: A Model for Making Global Health Education Relevant Locally

2016 ◽  
Vol 16 (6) ◽  
pp. e51 ◽  
Author(s):  
Pallavi Kamra ◽  
Cynthia Howard ◽  
Diana Cutts ◽  
Sarah J. Schwarzenberg ◽  
Emily Borman-Shoap ◽  
...  
Keyword(s):  
Health Education ◽  
Global Health ◽  
Food Insecurity ◽  
Severe Acute Malnutrition ◽  
Acute Malnutrition ◽  
Global Health Education
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