The objectives of this study were to compare the reliability and validity of written test formats that are widely used in medical education (multiple choice, uncued, extended matching, and true/false) and evaluate the effects of uncued examinations on long-term retention of medical knowledge.
Uncued tests were introduced into a traditional course in general and systemic pathology (six interim tests).
In the following year, students were given eight tests written in the four formats, each being used twice.
The academic achievement of students in these 2 years was compared with that of students in 2 previous years, in which multiple choice tests were used.
Measures of academic achievement included performance on a final comprehensive examination and the United States Medical Licensing Examination (USMLE).
Student performance on uncued tests was consistent over time (ie, there was no learning curve).
Mean scores ranged from 77% to 84%, and coefficient alpha reliability estimates on 100-item tests were excellent (0.79 to 0.90).
Extended matching tests were also reliable, with a mean coefficient alpha of 0.90.
There was no significant relationship between test format and student performance on subsequent comprehensive examinations.
Our results indicate that extended matching and uncued tests have considerable advantages over multiple choice and true/false examinations. (...)
Mots-clés Pascal : Enseignement, Médecine, Contrôle connaissance, Etudiant, Homme, Etats Unis, Amérique du Nord, Amérique, Question choix multiple
Mots-clés Pascal anglais : Teaching, Medicine, Examination, Student, Human, United States, North America, America
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 97-0342574
Code Inist : 002B30A09. Création : 12/09/1997.