Questions In Multiple-choice Format Research Articles

Practical Guidance for Writing Multiple-Choice Test Questions in Introductory Analytics Courses

Test writing is a fundamental component of teaching. With increasing pressure to teach larger groups of students, conduct formal assessment of learning outcomes, and offer online and hybrid classes, there is a need for alternatives to constructed response problem-solving test questions. We believe that appropriate use of multiple-choice (MC) questions can alleviate some of these pressures. However, the results will only be acceptable to dedicated faculty if these questions are well written and effective in measuring student learning. In this article, we propose a structured framework consisting of six design principles that serve as a guide for writing MC items that promote higher-order thinking through the use of scenario-based and multistep problems. Then we demonstrate how to apply these principles to develop high-quality test questions in MC format for introductory analytics courses in statistics or operations research/management science.

코로나19에 따른 대학 비대면 무용실기수업에 대한 학습자 인식 연구

Objectives This study was to explore the improvement direction for the effective implementation of dance courses by analyzing the current situation of online dance practical courses at colleges and the experiences of students due to COVID-19. The purpose of this study is to help provide high-quality lectures to students, and furthermore, to promote the stabilization and activation of non-face-to-face dance education.
 Methods In this study, an online survey was conducted on 121 college students who took online dance practical courses in the second semester of 2021 at 5 colleges across the country to explore the average online dance practical courses at domestic colleges. The questionnaire consisted of 7 closed-type questions in multiple-choice format and 3 open-ended questions in subjective format using the Naver form for a total of 10 questions.
 Results First, the most preferred platform for learners is ‘real-time class’ through ‘Zoom’. Second, ‘good points of the experience of non-face-to-face dance practice classes are ‘freedom of learning and evaluation’, ‘new learning methods and improved participation’, ‘corona prevention’, and ‘difficult points of non-face-to-face dance practice classes’ ‘Difficulty in learning’, ‘environmental difficulties’, and ‘dissatisfaction with non-face-to-face classes’ are the upper categories. As ‘points to be supplemented in non-face-to-face dance practice classes’, ‘supplementation of class format’, ‘study method complementation of instructors’, ‘environmental improvement’, and ‘satisfaction with current status’ were found.
 Conclusions As a result of this study, ‘real-time class through zoom’ is the most appropriate form and method of ‘non-face-to-face dance practice class’, and the autonomy of the curriculum should be emphasized. In addition, instructors must establish a feedback system and prepare and improve the digital environment for teaching, both in schools, teachers, and learners. It is necessary to have insight into the current situation of college non-face-to-face dance practice classes and the experiences of learners.
 

코로나19에 따른 대학 비대면 무용실기수업에 대한 학습자 인식 연구

Objectives This study was to explore the improvement direction for the effective implementation of dance courses by analyzing the current situation of online dance practical courses at colleges and the experiences of students due to COVID-19. The purpose of this study is to help provide high-quality lectures to students, and furthermore, to promote the stabilization and activation of non-face-to-face dance education.
 Methods In this study, an online survey was conducted on 121 college students who took online dance practical courses in the second semester of 2021 at 5 colleges across the country to explore the average online dance practical courses at domestic colleges. The questionnaire consisted of 7 closed-type questions in multiple-choice format and 3 open-ended questions in subjective format using the Naver form for a total of 10 questions.
 Results First, the most preferred platform for learners is ‘real-time class’ through ‘Zoom’. Second, ‘good points of the experience of non-face-to-face dance practice classes are ‘freedom of learning and evaluation’, ‘new learning methods and improved participation’, ‘corona prevention’, and ‘difficult points of non-face-to-face dance practice classes’ ‘Difficulty in learning’, ‘environmental difficulties’, and ‘dissatisfaction with non-face-to-face classes’ are the upper categories. As ‘points to be supplemented in non-face-to-face dance practice classes’, ‘supplementation of class format’, ‘study method complementation of instructors’, ‘environmental improvement’, and ‘satisfaction with current status’ were found.
 Conclusions As a result of this study, ‘real-time class through zoom’ is the most appropriate form and method of ‘non-face-to-face dance practice class’, and the autonomy of the curriculum should be emphasized. In addition, instructors must establish a feedback system and prepare and improve the digital environment for teaching, both in schools, teachers, and learners. It is necessary to have insight into the current situation of college non-face-to-face dance practice classes and the experiences of learners.
 

Using a Game-Based Learning Platform to Increase Student Engagement in the Classroom

The Department of Clinical Laboratory Sciences at Virginia Commonwealth University incorporated the use of a game-based learning platform into a junior level Immunology course. The primary goal of this addition was to increase student engagement during review sessions. In previous years, each Immunology class was started with a review of material from an earlier lecture. The review consisted of short answer and multiple choice questions as a means to highlight important concepts and allow additional opportunities for students to ask questions. During these review periods it was observed that class participation ranged from 3-20%. Additionally, those who did participated were the same students in each class period. The incorporation of the game-based learning pAlatform into review sessions involved asking review questions in multiple choice format with 30 seconds of time for students to answer after each question was asked. This new format resulted in class participation increasing to 95-100%. Review of student answers also allowed the instructor to determine which areas the students needed additional assistance with before exams. Student feedback indicated that they enjoyed the ability to be anonymous when answering questions while still getting immediate feedback. This new review format will be utilized in additional courses, specifically Immunohematology. Furthermore, this game-based platform will be used to review material with senior students in their advanced senior level courses.

Awareness of hepatitis B infection among healthcare students in a private medical college in Odisha.

Background:The emergence of the blood-borne pathogens and the increasing number of infected patients and the increasing interest in dental health care compel the dental professionals to have thorough knowledge about communicable diseases and the MBBS and nursing students are always at risk because of their profession. As hepatitis B infection is a major health hazard throughout the world, healthcare students should have through knowledge about this disease. Setia et al. had conducted a similar kind of study in Punjab in which the sample size was smaller and it included only the interns, whereas the present study was conducted to assess the level of knowledge, attitude, and behavior about hepatitis B infection among healthcare students of all academic years because they are indulged in clinical work since third year of their curriculum.Materials and Methods:A cross-sectional survey was conducted of all the students starting from 1st year to final year and the interns of MBBS, BDS, and nursing at KIIT University. The questions were obtained from a study performed in Turkey in 2010 and were modified by an infection control expert. Questions in multiple choice format were in English and it was a self-administered questionnaire consisting of three parts (knowledge, attitude, behavior). Then, ethical clearance for the study was obtained from the institutional ethical committee, KIMS. Subsequently, the students were well informed and explained about the study. Students who voluntarily wanted to participate were included in the study. Questionnaire containing 20 questions to assess the level of knowledge, attitude, and behavior about hepatitis B was distributed among the students. Data were compiled and statistical analysis was done.Results:The response rate was 83% (N = 332). In our study, majority (96.99%) were aware of transmission of HBV infection by blood, body fluid, and secretion. The level of knowledge was higher in MBBS students than BDS and nursing students (MBBS > BDS > nursing). Attitude toward the disease was higher in MBBS students than BDS and nursing students (MBBS > BDS > nursing), whereas behavior was higher in BDS students than MBBS and nursing students (BDS > MBBS > nursing).Conclusion:In our study, overall knowledge and attitude toward hepatitis B infection were higher in MBBS students than in dental and nursing students, whereas behavior of dental students toward the disease was quite satisfactory than MBBS and nursing students.

Diagnosis disclosure and advance care planning in Alzheimer disease: opinions of a sample of Italian citizens

In current Alzheimer disease (AD) research there is growing asymmetry between the modest benefits of the currently available treatments, in contrast to the possibility to diagnose AD early in its natural history. This complex situation brings along a number of important ethical issues about diagnosis disclosure and end-of-life decisions that need to be addressed. The principal aim of the study was to investigate the attitudes towards disclosure of a diagnosis of AD and disposition towards completion of advance care planning, in a sample of Italian citizens. A convenience sample of 1,111 Italian citizens recruited from a community hospital in Brescia were interviewed using a structured questionnaire with both yes/no and multiple choice format questions about AD. The majority of the sample (83 %) wanted disclosure for themselves. Women and caregivers were significantly less likely to agree that their hypothetically afflicted relative should be informed of a diagnosis of AD. The majority of the sample (81 %) was in favor of advance care planning completion, most of all younger participants and non-caregivers. Less than a third of the sample (24 %) was aware of the existence a judicially appointed guardian for patients affected by dementia. The majority of the participants wanted a potential diagnosis of AD to be disclosed to them and to their relatives if they were to be afflicted. The utility of completion of advance care planning and designation of a judicially appointed guardian is frequently endorsed by the sample.

Ionising radiation awareness among resident doctors, interns, and radiographers in a university hospital emergency department

In emergency medicine practice, radiological investigations relying on ionising radiation are increasingly used to diagnose a wide range of diseases and injuries. The aim of this study was to investigate the knowledge of radiation exposure doses and risks among interns, resident doctors, and radiographers. A questionnaire, consisting of 14 questions in multiple choice format, was distributed to 300 participants (100 interns, 100 radiographers, 100 resident doctors) working in the emergency department. The participants were asked to estimate the radiation dose that patients received during the different radiological procedures. The questionnaire was designed to determine the participants' knowledge about radiation-related hazards. None of the radiation doses delivered by the imaging modalities was 100% correctly estimated. A total of 41.4% of all participants and 46.3% of resident doctors underestimated the radiation doses. The frequency of answers underestimating doses was found to be significantly higher (p < 0.001). Resident doctors, with a 39.4% correct answer rate, were found to be significantly less knowledgeable when compared with the interns and radiographers (p = 0.003). Emergency resident doctors had a statistically significantly higher rate of correct answers for the lowest and highest radiation sources for a foetus when compared with other groups (p = 0.001, p = 0.008). Our study showed that the resident doctors', interns', and radiographers' knowledge of radiation exposure from radiological investigations and the associated risks was poor. This result could imply that we are not aware of the radiation risks, and we are inattentive in informing our patients about the radiation exposure related to the different imaging modalities.

Audience response made easy: using personal digital assistants as a classroom polling tool

Both teachers and students benefit from an interactive classroom. The teacher receives valuable input about effectiveness, student interest, and comprehension, whereas student participation, active learning, and enjoyment of the class are enhanced. Cost and deployment have limited the use of existing audience response systems, allowing anonymous linking of teachers and students in the classroom. These limitations can be circumvented, however, by use of personal digital assistants (PDAs), which are cheaper and widely used by students. In this study, the authors equipped a summer histology class of 12 students with PDAs and wireless Bluetooth cards to allow access to a central server. Teachers displayed questions in multiple-choice format as a Web page on the server and students responded with their PDAs, a process referred to as polling. Responses were immediately compiled, analyzed, and displayed. End-of-class survey results indicated that students were enthusiastic about the polling tool. The surveys also provided technical feedback that will be valuable in streamlining future trials.

Multifaceted Assessment of Biopsychosocial Skills

The psychiatrist who teaches behavioral science to future physicians intends not only to convey a body of factual information but also to teach an appreciation for the interrelatedness of biological, psychological, and environmental factors and their effect on the care of an individual patient. The authors examined two areas of student performance relevant to application of psychiatric principles: information gathering skills and observational skills. A multiple choice (MCI) written examination was administered to 90 first-year medical students at the end of a one semester behavioral science course, and a videotaped (VI) interview instrument was administered both before and after the course. Case history questions in MCI format were also included. The results indicate that the two instruments measure different clusters of student performance, with, however, a strong relationship existing between performance on the case history items on MCI and the hypothesis-developing section of the VI. Pre-post VI comparisons revealed a significant improvement in attention to the content of verbal productions as a result of the course.

Ethics

Both teachers and students benefit from an interactive classroom. The teacher receives valuable input about effectiveness, student interest, and comprehension, whereas student participation, active learning, and enjoyment of the class are enhanced. Cost and deployment have limited the use of existing audience response systems, allowing anonymous linking of teachers and students in the classroom. These limitations can be circumvented, however, by use of personal digital assistants (PDAs), which are cheaper and widely used by students. In this study, the authors equipped a summer histology class of 12 students with PDAs and wireless Bluetooth cards to allow access to a central server. Teachers displayed questions in multiple-choice format as a Web page on the server and students responded with their PDAs, a process referred to as polling. Responses were immediately compiled, analyzed, and displayed. End-of-class survey results indicated that students were enthusiastic about the polling tool. The surveys also provided technical feedback that will be valuable in streamlining future trials.