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What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study.
- Source :
-
Medical Teacher . Mar2024, Vol. 46 Issue 3, p349-358. 10p. - Publication Year :
- 2024
-
Abstract
- The purpose of this study was to enrich understanding about the perceived benefits and drawbacks of constructed response short-answer questions (CR-SAQs) in preclerkship assessment using Norcini's criteria for good assessment as a framework. This multi-institutional study surveyed students and faculty at three institutions. A survey using Likert scale and open-ended questions was developed to evaluate faculty and student perceptions of CR-SAQs using the criteria of good assessment to determine the benefits and drawbacks. Descriptive statistics and Chi-square analyses are presented, and open responses were analyzed using directed content analysis to describe benefits and drawbacks of CR-SAQs. A total of 260 students (19%) and 57 faculty (48%) completed the survey. Students and faculty report that the benefits of CR-SAQs are authenticity, deeper learning (educational effect), and receiving feedback (catalytic effect). Drawbacks included feasibility, construct validity, and scoring reproducibility. Students and faculty found CR-SAQs to be both acceptable (can show your reasoning, partial credit) and unacceptable (stressful, not USMLE format). CR-SAQs are a method of aligning innovative curricula with assessment and could enrich the assessment toolkit for medical educators. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0142159X
- Volume :
- 46
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Medical Teacher
- Publication Type :
- Academic Journal
- Accession number :
- 175643320
- Full Text :
- https://doi.org/10.1080/0142159X.2023.2249209