G644(P) A novel method for teaching paediatric undergraduate medical students

Abstract

Introduction Single best answer (SBA) questions are frequently used as an assessment method to test simple knowledge acquisition, but rarely utilised in teaching. We present a novel method of using SBA questions to teach undergraduate paediatric students. Method Year 4 undergraduate students rotating through the hospital participated in a SBA teaching session as part of their paediatric rotation. In groups of 4, they answered 18 SBA questions over a 2 hour session. Students held up flashcards with their chosen answer and then were encouraged to justify answers to the group. An accompanying Powerpoint slide was used to explain construction of SBA and for each question, act as a scaffold to discuss the relevant learning. Evaluation and feedback were immediate, generated through self-assessment and from peers. All sessions were carried out by the same teacher. Qualitative feedback and questionnaires based on Likert scales were completed by students after the session. This study had ethical approval. Results 52 students took part. 81% enjoyed the session ‘a lot’. Prior to the session, 69% of students thought that SBA questions were designed to trip them up, with 6% citing that all are. There was a significant improvement in knowledge of how SBA are constructed, increased confidence approaching SBA and increased confidence that they will select the correct answer to the SBA(all p-values 0). Qualitative comments were positive with students enjoying the group participation aspect. The use of flashcards gave them confidence to participate. They did however feel that this type of teaching session should be at an earlier stage in the curriculum. Conclusion Students enjoy using SBA questions as a teaching format. Small group sessions are interactive with peer dialogue constructing learning around the scaffold provided by the teacher and SBA. Application of knowledge is tested through use of distractors in the question. Parallels can be drawn between selecting the correct answer and using clinical reasoning to arrive at a diagnosis or management plan. Students felt that it should be introduced at an earlier stage in the curriculum in order to benefit from it.