Applying the utility index to review single best answer questions in medical education assessment

Leda Mirbahai,James W Adie

doi:10.15761/aeph.1000113

Abstract

Applying the utility index to review single best answer questions in medical education assessment

Highlights

Assessment is a key component of any educational programme [1] and if used appropriately, assessment can promote learning and quality assurance [1,2,3,4]
As single best answer (SBA) questions are used extensively in medical education, the aim of this paper is to critically evaluate the suitability of SBA questions as a method of assessment by investigating the utility index of SBA questions
The authors concluded that SBA questions with three choice of responses are as valid as SBA questions with five choice of responses, as there was no significant difference in the reliability of the scores between groups

Summary

Introduction

Assessment is a key component of any educational programme [1] and if used appropriately, assessment can promote learning and quality assurance [1,2,3,4]. It is vital to ensure individuals have accomplished all required competencies before qualifying, otherwise patient safety can be placed at risk This increased emphasis on patient safety and accountability has heightened the need for reliable, valid and suitable methods of assessment [1,2]. Current practice discourages the use of true/false questions [4], as they are more liable to writing errors, such as inaccurate terminology [7] and cuing effect as the answer needs to be unambiguously correct or wrong [5]. This will unintentionally guide the student to the correct answer [8]. As SBA questions are used extensively in medical education, the aim of this paper is to critically evaluate the suitability of SBA questions as a method of assessment by investigating the utility index of SBA questions

Utility index

Matching questions

Cost and feasibility

Educational impact

Findings

Conclusion