Psychometrics and test-enhanced learning in a patient-centered learning curriculum

<p>Validity and reliability of scores obtained on Multiple-choice questions (MCQs), as well as the benefits of test-enhanced learning, have been of interest to medical educator scholars. Presented in this dissertation are four composite studies on these themes. The following hypotheses were tested:</p> <p>1. Increased MCQ distractor functioning increases the validity and reliability of obtained scores.</p> <p>2. Correction of item writing flaws (along with enhancement of tested cognitive level) and replacement or removal of non-functioning distractors equally improves psychometric characteristics of MCQs.</p> <p>3. Repeated testing via free-response items enhances the retention of knowledge of human anatomy, compared with repeated or once-testing via multiplechoice questions.</p> <p>Validity and reliability of scores obtained on MCQs was noted to rise as a result of increased MCQ distractor functioning, discrimination amongst high and low performing students was found to be equally improved via removal of flaws and nonfunctioning distractors, and short-term (up to four weeks) retention of human anatomy knowledge was found to be enhanced by repeated testing via free-response questions.</p> <p>Raising MCQ quality by addressing flaws and low distractor functioning, and using nostakes repeated retrieval practice, is advised for improvement in the assessment and learning practices in pre-clinical medical education.</p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Biology

Year dc:date.available

2014

Author dc:creator

• Ali, Syed Haris

Contributors dc:contributor

• Kenneth G. Ruit

• Multiple-choice examinations
• Anatomy -- Study and teaching (Higher)
• Philosophy

Repository record dc:identifier

https://commons.und.edu/theses/1074

OAI identifier oai:identifier

oai:commons.und.edu:theses-2076