Multiple Choice Question Test Research Articles

ZERO WASTE REVOLUTION: TRANSFORMING SCHOOLS TOWARDS SUSTAINABLE ENVIRONMENTAL LITERACY

This research aims to evaluate the implementation of the Zero Waste program and environmental literacy among secondary school students in West Lampung. The research method used is a mixed method with data collection techniques through observation, interviews, multiple choice test questions, questionnaire tests, and documentation. The research results show that the Zero Waste program in schools applies the 5R principle (Refuse, Reduce, Reuse, Recycle and Rot). The implementation of this zero waste program has a positive impact on environmental literacy and on students' lives. Students' environmental knowledge and cognitive skills are in the medium category, while students' attitudes and behavior towards the environment are in the high category. The average student environmental literacy in the medium category. Thus, this research shows that the Zero Waste program has a positive impact on students' environmental literacy.

Effectiveness of an Educational Intervention Campaign on Knowledge and Attitudes towards COVID-19 and Vaccines among Senior Secondary School Students in Kaduna State

The study investigated the effectiveness of an Educational Intervention Campaign on Knowledge and Attitude towards COVID-19 and Vaccines among Senior Secondary School Students in Kaduna state. The study was anchored on three objectives three research questions and three hypotheses were postulated in line with the stated objectives. Relevant literature was reviewed on the key variables for this study. The study adopted a pre-and post-intervention study design to evaluate the impact of an educational intervention campaign on knowledge and attitudes towards COVID-19 and its vaccines among the respondents. The population for this study consists of senior secondary school students in Kaduna State, Nigeria. A sample of 50 senior secondary school students from four selected secondary schools in the state was used for the study. The instrument used for data collection was a pre-post intervention survey questionnaire, a multiple-choice objective test question with four sections: General information, knowledge assessment, attitude assessment, and additional information. Five modules were developed by the researchers covering an introduction to COVID-19, symptoms and transmission, prevention measures, COVID-19 vaccines, and benefits of vaccines. The instrument was validated by one professor and two chief lecturers, and its reliability was tested using a test/retest method. Data was collected through the administration of pre-tests and post-tests. Descriptive statistics such as frequencies and percentages were used to analyze the bio-data of the respondents, while mean and standard deviation were used to answer the research questions. Kruskal Wallis was also used to test all the hypotheses at a 0.05% level of significance on the knowledge and attitude of the respondents. The findings showed a significant difference in knowledge of COVID-19 and its vaccines by subjects after their exposition to educational intervention. However, the subjects did not differ significantly in their attitude towards COVID-19 and its vaccines before and after the educational intervention. The study concluded that significant differences observed in knowledge levels before and after the campaign underscore the importance of targeted educational initiatives in enhancing understanding and acceptance of vaccines, as emphasized by previous research. Recommendations were made to include the development of targeted educational campaigns by the government that address specific knowledge gaps and misconceptions identified among senior secondary school students, utilization of diverse communication channels and interactive learning methods to effectively engage students.

EMBRACE (Empowering Medical students' skills in BReaking bAd news with Compassion and Empathy)module improves the skills of undergraduate medical students in effectively breaking the bad news: a case-control study.

Effective communication skills are pivotal in health care, particularly when conveying distressing information to patients and their families. However, medical education still lacks the adoption of a universal model that can be incorporated into the curricula to train and assess students in effectively communicating with patients. This study aims to assess the impact of training undergraduate medical students to deliver bad news effectively using theEmpowering Medical students' skills in BReaking bAd news with Compassion and Empathy (EMBRACE) module. This randomized case-control study involved medical students from the first, second, and third professional years (study group, n = 75; control group, n = 75). For the study group, the EMBRACE modules were distributed. Then, a 1-hour training session on effectively delivering bad news was followed by a multiple-choice question test and objective structured clinical examination with response, interpretation, and communication skills stations. Participants' feedback was obtained on a five-point Likert scale. There was a highly significant improvement in knowledge and skills among the study group compared to controls with a P value less than 0.0001. Of the participants, 98.76% perceived that the training equipped them with practical skills, and 98.77% felt that the facilitator had demonstrated the steps of delivering bad news clearly and effectively. Only 4.44% of participants were confident in effectively interacting with patients before the session, and an overwhelming 81.11% gained confidence in their communication skills after the training. With demonstrated significant improvement in knowledge and skills, this study supports the adoption of EMBRACE modules in undergraduate medical education, ultimately improving patient experiences, doctor-patient relationships, and health outcomes.NEW & NOTEWORTHY TheEmpowering Medical students' skills in BReaking bAd news with Compassion and Empathy (EMBRACE) module is noteworthy for its holistic approach to training medical students in the delicate art of delivering distressing news to patients. It not only incorporates the evidence-based setting, perception, invitation, knowledge, emotions, and strategy (SPIKES) method but also distinguishes itself by providing real-life conversation examples and self-assessment cases, which make the training highly relatable and practical for students to actively engage in their learning and personal development.

The Influence of Utilizing Inquiry-Based Learning Strategy on Science Accomplishment of Primary Students’ Stage

This study examines the impact of inquiry-based learning (IBL) on the academic performance of third-grade students in the science unit “Materials” from the third-grade science textbook in schools under the Directorate of Education in Irbid, Jordan. A sample of 71 students was selected and separated into two groups: an experimental group of 36 students and a control group of 35 students. The empirical group used IBL, while the reference group was taught using conventional teaching techniques. An achievement test of multiple-choice questions was prepared for the study, comprising 24 items. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. Data were collected and processed using SPSS software. The findings showed statistically significant differences in the average scores of the study participants on the post-test based on the teaching technique variable, indicating a preference for survey-based learning. Based on these findings, the investigation recommends providing in-service and pre-service training on IBL for science supervisors and teachers at the primary education level.

Efficacy of Google Form-based MCQ tests for formative assessment in medical biochemistry education.

Biochemistry, being a vast and complex subject, can be challenging for Phase I MBBS students to comprehend and retain. Embracing rapidly evolving technology can facilitate a more accessible learning experience. In this study, we investigated the effectiveness of using Google Form-based multiple-choice question (MCQ) tests as a formative assessment tool after each biochemistry lecture series. The aim was to assess the improvement and gather feedback of Phase I MBBS students on the utility of this assessment tool. This educational prospective longitudinal study was conducted by the Department of Biochemistry at a university-affiliated medical college and tertiary care hospital. The study included 150 Phase I MBBS students as participants. Google Form-based MCQ tests were implemented as educational interventions after each lecture series during the study period. The study compared the internal assessment (IA) MCQ marks of students before and after the implementation of the intervention. In addition, feedback questionnaires were collected from the students. There was a significant improvement in students' scores between the first IA (mean ± standard deviation [SD], 8.16 ± 3.08) and second IA (mean ± SD, 17.64 ± 2.02) (P < 0.0001). According to students' feedback, 149 out of 150 (99.3%) students found the use of Google Form-based MCQ tests as a formative assessment tool in the teaching-learning process to be highly beneficial and motivated them to engage in their biochemistry studies. With the shift toward competency-based medical education (CBME) in India, it is crucial for educators to embrace novel teaching-learning and evaluation approaches. Our study highlighted the efficacy of employing Google Form-based MCQ tests in enhancing students' comprehension of the biochemistry subject, evaluating their scores and improving the overall quality of learning. Through this mode of assessment, teachers were able to provide targeted feedback on areas that required improvement, thereby enhancing the learning experience.

Interactive training workshop to improve prostate mpMRI knowledge: results from the ESOR Nicholas Gourtsoyiannis teaching fellowship

PurposeProstate MRI is established for the investigation of patients presenting with suspected early prostate cancer. Outcomes are dependent on both image quality and interpretation. This study assessed the impact of an educational intervention on participants’ theoretical knowledge of the technique.MethodsEighty-one clinicians from two centers with varying experience in prostate MRI participated. Baseline knowledge was assessed with 10 written and image-based multiple-choice questions (MCQs) prior to a course including didactic lectures and hands-on interactive workshops on prostate MRI interpretation. Post-course, participants completed a second 10-question MCQ test, matched by format, themes, and difficulty, to assess for any improvement in knowledge and performance. Results were assessed using the Wilcoxon rank sum test, and the Wilcoxon signed-rank test for paired data.ResultsThirty-nine participants, including 25/49 (51.0%) and 14/32 (43.8%) at each center completed both assessments, with their results used for subsequent evaluation. Overall, there was a significant improvement from pre- (4.92 ± 2.41) to post-course scores (6.77 ± 1.46), p < 0.001 and at both Copenhagen (5.92 ± 2.25 to 7.36 ± 1.25) and Toronto (3.14 ± 1.51 to 5.71 ± 1.20); p = 0.005 and p = 0.002, respectively. Participants with no prostate MRI experience showed the greatest improvement (3.77 ± 1.97 to 6.18 ± 1.5, p < 0.001), followed by intermediate level (< 500 MRIs reported) experience (6.18 ± 1.99 to 7.46 ± 1.13, p = 0.058), then advanced (> 500 MRIs reported) experience (6.83 ± 2.48 to 7.67 ± 0.82, p = 0.339).ConclusionsA dedicated prostate MRI teaching course combining didactic lectures and hands-on workshops significantly improved short-term theoretical knowledge of the technique for clinicians with differing levels of experience.Critical relevance statementA dedicated teaching course significantly improved theoretical knowledge of the technique particularly for clinicians with less reporting experience and a lower baseline knowledge. The multiple-choice questions format mapped improved performance and may be considered as part of future MRI certification initiatives.Key points• Prostate MRI knowledge is important for image interpretation and optimizing acquisition sequences.• A dedicated teaching course significantly improved theoretical knowledge of the technique.• Improved performance was more apparent in clinicians with less reporting experience and a lower baseline knowledge.Graphical

Investigating the Effects of Simulation-Based Teaching on Learning Domains Designed for Physiotherapy Students

Introduction: Simulation-based teaching is a technique for imitating a situation’s behavior or process via a suitable analog situation for training or teaching purposes. Simulation-based teaching is widely used in various domains; however, there is limited literature on evaluating the role of simulated-based teaching in physiotherapy. This study investigates the effect of simulation-based teaching on learning domains for traumatic brain injury topics framed for final-year physiotherapy students.&#x0D; Materials and Methods: A total of 51 final-year physiotherapy students were randomly selected and allocated into two groups. Group A (n=25) includes didactic with PowerPoint presentation teaching session. Group B (n=26) includes simulated-based teaching sessions. There were eight simulators selected and trained for the Ranchos Los Amigos stages. The students were assessed using a self-designed pre-post multiple-choice questions (MCQ) test for knowledge and a clinical evaluation exercise for affective and psychomotor skills.&#x0D; Results: This study showed that group B significantly improved in the pre-post self-made MCQ test (t=17.34, P=0.00), and in the clinical evaluation exercise, group B performed 43.66% better than group A.&#x0D; Conclusion: The study concludes that simulation-based teaching significantly improves cognitive, affective, and psychomotor skills compared to traditional methods for traumatic brain injury topics framed for final-year physiotherapy students.

Effects of Discovery Learning Model Towards Science Process Skills and Learning Retention

This research aims to determine the effect of the Discovery Learning learning model on science process skills and student learning retention. The population in this study were all 4th-grade students at SDN 6 Cakranegara, totalling 66 students. Samples were taken using a non-probability sampling technique with a saturated sampling type. This research uses a Pretest-Posttest Nonequivalent Control Group Design research design. The instruments used are observation sheets to measure science process skills and multiple-choice test questions to measure learning retention. Analysis in this study used the One-Way ANOVA test with the help of SPSS 21.0 for Windows. The experimental class's average science process skill score was greater than the control class at 77.95%, as was student learning retention at 65%. The statistical analysis results show that the significance value of the influence of treatment on science process skills is 0.000, while the significance value of the influence of treatment on student learning retention is 0.000. So, it can be concluded that H0 is rejected and Ha is accepted, which means a) the discovery learning model influences the science process skills of class IV students, and b) the discovery learning model influences the learning retention of class IV students.

Learning to Reuse Distractors to Support Multiple-Choice Question Generation in Education

Multiple choice questions (MCQs) are widely used in digital learning systems, as they allow for automating the assessment process. However, due to the increased digital literacy of students and the advent of social media platforms, MCQ tests are widely shared online, and teachers are continuously challenged to create new questions, which is an expensive and time-consuming task. A particularly sensitive aspect of MCQ creation is to devise relevant distractors, i.e., wrong answers that are not easily identifiable as being wrong. This paper studies how a large existing set of manually created answers and distractors for questions over a variety of domains, subjects, and languages can be leveraged to help teachers in creating new MCQs, by the smart reuse of existing distractors. We built several data-driven models based on context-aware question and distractor representations, and compared them with static feature-based models. The proposed models are evaluated with automated metrics and in a realistic user test with teachers. Both automatic and human evaluations indicate that context-aware models consistently outperform a static feature-based approach. For our best-performing context-aware model, on average 3 distractors out of the 10 shown to teachers were rated as high-quality distractors. We create a performance benchmark, and make it public, to enable comparison between different approaches and to introduce a more standardized evaluation of the task. The benchmark contains a test of 298 educational questions covering multiple subjects & languages and a 77k multilingual pool of distractor vocabulary for future research.

Comparison of Flipped Classroom Versus Traditional Didactic Lectures among Medical Students: A Mixed Method Study

Abstract Background: Didactic lectures are one of the commonly used instructional methods used for curriculum delivery in medical colleges. These lectures have a limited scope for interactions. Flipped classroom constitutes both an instructional approach and a form of blended learning, designed to enhance student engagement and comprehension. This intentional shift to a learner-centric model allocates initial exposure to new subjects beyond traditional classroom settings, thus enabling classroom time to be dedicated to in-depth exploration of topics, fostering significant learning experiences. Hence, a study was conducted to compare the academic scores of students taught in the flipped method versus traditional classroom and to assess the perception of students regarding the flipped classroom. Methodology: One hundred students were divided into two Batches A and B of 50 students each. Topic one was taught, by the flipped classroom method for Batch A and by the traditional method for Batch B. Topic two was taught by flipped classroom for Batch B and Batch A had traditional class. A multiple-choice question test was done for all the batches at the end of the classes. Perception of students regarding flipped classrooms was assessed through a prevalidated questionnaire on a Likert scale. Results: The mean value of the academic scores of the tests conducted was higher after flipped classroom sessions compared to traditional teaching sessions with a significant P &lt; 0.001. Analysis of the open-ended questions revealed that the flipped class had advantages of in terms of better student involvement. Conclusions: Flipped classroom can be an effective student-centered teaching strategy when properly planned and implemented for higher education. In medical colleges, it can be incorporated as one of the teaching–learning methodologies to teach must know topics.

Impact of blunder lecture on deep learning of pharmacology concepts by cognitive conflict strategy: A new standard in teaching

Background: Small group discussion (SGD) is an established teaching-learning tools in medical colleges to impart a better understanding of the topics. Blunder lecture (BL) is an innovative approach to teaching and learning, placing students at the center and encouraging collaborative, peer-assisted learning. Aims and Objectives: The objectives of the study were to assess the combined effect of BL and SGDs on multiple-choice questions (MCQs) score in pharmacology by comparing the MCQs score after the traditional SGDs approach and after a combined session of BL and SGDs. Materials and Methods: One hundred and two Phase II MBBS students participated in an educational interventional study in the Department of Pharmacology. Two sessions were conducted: First, SGD only; second, integrated BL and SGD on previously covered pharmacology topics in didactic lectures. Twenty deliberate mistakes (blunders) were incorporated in BL that span the hierarchy of bloom’s taxonomy’s cognitive domain. Theory and MCQs tests were performed after each session to assess the impact on scores. Results: There was a statistically significant difference between the means of MCQs test scores of SGD alone and combined SGD + BL session (P &lt; 0.05) after data analysis using a paired t-test. The mean difference of theory test scores of SGD alone and combined SGD + BL session was not statistically significant except cardiovascular system BL session. Conclusion: Combined session of BL and SGD was found to be an effective supplementing method in enhancing MCQs score that can be utilised to support undergraduate students’ learning.

Pengaruh gaya belajar dan belajar matematika realistis terhadap hasil belajar Siswa kelas V SDN 11 Lubuk Buaya Padang

This research was conducted because researchers wanted to know the influence of learning styles and the Realistic Mathematics Education (RME) learning model on student learning outcomes in fifth grade elementary school mathematics subjects. This research method is quantitative and is a type of Non Equivalent Pre-Test and Post-Test Control Group Design. The research sample for the experimental class was all class V students at SD Negeri 11 Lubuk Buaya, totaling 27 students and the control class was all class V students at SD Negeri 11 Lubuk Buaya, totaling 27 students. The data collection technique is in the form of 20 multiple choice test questions. The Independent Sample T-Test serves to test the hypothesis obtained by Sig. (2-tailed) of 0.000 &lt; 0.05. Based on the results, it shows that Ha is accepted and Ho is rejected. It can be concluded that the application of the Realistic Mathematics Education learning style and learning model has an influence and the learning outcomes of class V students at SD Negeri 11 Lubuk Buaya Padang increase. It is known that the experimental class obtained an average pretest result of 65.25 and the control class pretest average was 65. Meanwhile, the posttest average of the experimental class was higher than the control class, namely 84 &gt; 72.5.

‘SurgTalk’: The Educational Outcomes Associated With Development of a Surgical Podcast for Undergraduate Medical Students

Educational podcast series are becoming increasingly popular as free open access medical education (FOAMed) resources, however, the educational benefit associated with their use is unclear. The aim of this study was to assess the educational outcomes associated with the implementation of a surgical podcast series for undergraduate medical students. Two conversational case-based podcast episodes were recorded covering 2 common surgical presentations. Final-year medical students were recruited prospectively in January 2023 and underwent a baseline multiple choice question (MCQ) test covering the material within the podcast episodes. Participants were then provided with the episode files through encrypted Google Drive links. Two weeks following baseline assessment, students repeated the initial MCQ test and completed a postpodcast reaction survey. Data were analyzed using a paired t-test, multivariable regression analyses, and simple descriptive statistics. Fifty students were enrolled in the study. All participants undertook the baseline assessment. About 98% completed the postpodcast MCQ, while 94% completed the postpodcast reaction survey. All participants who undertook the reaction survey (n = 47) found the podcast helpful in explaining surgical concepts, 92% of participants found the podcast enjoyable to listen to. The most commonly reported activity undertaken while listening was "commuting/driving" (n = 24, 48%). The mean baseline MCQ score was 44.6%. The mean postpodcast MCQ score was 65.51%. There was a mean absolute increase in test score of 20.2% from baseline which was statistically significant (95%CI 14.67-25.6, p < 0.001). Implementation of this podcast series was associated with a statistically significant improvement in mean test score from baseline, reflecting knowledge acquisition. There was a positive user reaction and students were able to listen while performing other activities. Further evaluation of the educational outcomes associated with podcast use, particularly the effects on knowledge retention and clinical competence, is required.

Development, Feasibility, and Knowledge Impact of a Massive Open Online Course on Radiation Safety: A Multicentre Prospective Cohort Study

This study reports the development of an innovative, interactive Massive Open Online Course (MOOC) teaching radiation safety principles in the vascular workplace, using stepwise e-learning with multiple choice question tests (MCQs), educational videos, and a serious game. The aim was to study the MOOC impact on radiation safety knowledge and assess its feasibility and acceptability. An international multicentre prospective study included team members active in the hybrid operating room. The MOOC was offered voluntarily via a secured online learning platform. A standardised MCQ test (15 questions) assessed radiation safety knowledge pre- and post-course (range 0 - 100%). Acceptability and feasibility were tested via the previously validated evaluating e-learning system success (EESS) model, using five point Likert scales. In eight centres across four countries, 150 out of 203 invited endovascular team members consented. Over a seven week study period, surgeons (28%, including vascular surgery trainees and consultants), nurses (27%, including scrub/circulating and anaesthesiology nurses), anaesthesiologists (43%, including trainees and consultants), and radiographers (3%) participated. Of those, 67% completed the course. The average radiation knowledge improved by 22.8% (95% CI 19.5 - 26.0%; p < .001) after MOOC completion, from 48 to 71% (standard deviation [SD] 14 and 15% respectively), requiring a mean time investment of 169 minutes (SD 89 minutes). In centres with a radiographer, mean knowledge gain after MOOC completion was significantly smaller (14%, SD 19% vs. 24%, SD 16%, p = .036). The course was deemed feasible and acceptable according to the EESS model with a total mean score of 3.68/5. This newly developed, multimodal MOOC was deemed feasible and effective across multiple international centres. The MOOC significantly contributes to radiation safety education of the entire endovascular team, improving radiation safety knowledge. The course may optimise workplace radiation safety behaviour and therefore enhance team and patient safety.

Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple-choice testing.

Test-enhanced learning (TEL) is an impactful teaching and learning strategy that prioritises active learner engagement through the process of regular testing and reviewing. While it is clear that meaningful feedback optimises the effects of TEL, the ideal timing of this feedback (i.e. immediate or delayed) in a medical education setting is unclear. Forty-one second-year medical students were recruited from the University of Melbourne. Participants were given a multiple-choice question test with a mix of immediate (i.e. post-item) and delayed (i.e. post-item-block) conceptual feedback. Students were then tested on near and far transfer items during an immediate post-test, and at a one-week follow-up. A logistic mixed effects model was used to predict the probability of successful near and far transfer. As expected, participants in our study tended to score lower on far transfer items than they did on near transfer items. In addition, correct initial response on a parent question predicted subsequent correct responding. Contrary to our hypotheses, the feedback timing effect was non-significant-there was no discernible difference between feedback delivered immediately versus delayed feedback. The findings of this study suggest that the timing of feedback delivery (post-item versus post-item-block) does not influence the efficacy of TEL in this medical education setting. We therefore suggest that educators may consider practical factors when determining appropriate TEL feedback timing in their setting.

Humanized interactive digital cardiology training

Abstract Background The consolidation of new digital educational cardiology paradigms requires the implementation of innovative strategies to transform students into competent professionals. Objectives To assess cardiology knowledge and satisfaction of medical students before and after the use of a new active method with a humanized interactive clinical cases digital platform, called virtual case-based learning (VCBL). Methods This was a prospective study of a cardiology teaching-learning process for medical students. A 40 cardiology multiple choice questions test (in five cardiology topics) and a satisfaction evaluation questionnaires were applied in 2018 (87 students) and 2019 (89 students). The new VCBL method was compared with the traditional cardiology active methodology PBL (problem-based learning) (Picture 1). Descriptive and association analyses were made using the Statistical Package for the Social Sciences. Results A total of 167 evaluation forms were administered to medical students and analyzed. In the evaluation of the cardiology cognitive 40 multiple choice question test, the 2018 (PBL) and the 2019 (VCBL) students groups achieve a mean score of 41.7 and 73.3 points (Picture 2), respectively (p&amp;lt;0.001). Among the students who responded to the satisfaction evaluation form, 76.0% gave the highest rating to the question if this methodology improves a better training to the traditional PBL in their perception . Nearly 70.0% of students positively evaluated the knowledge acquisition with this new clinical cases humanized virtual model; 78.0% reported to feel prepared for working in outpatient care; and 94.0% positively evaluated the new methodology. Conclusion In this initial study, the results indicate that new digital options are needed for cardiology training. The new active method of humanized interactive clinical cases digital platform, using VCBL method, may help the cardiology teaching-learning process, promoting higher cardiology knowledge and satisfaction by the students and could also be tested for professionals cardiology training.Flowchart of the learning models’ stepsComparison of Students Cardiology Scores

Students’ Perceptions of the Influence of Teacher’s Questions on Their Reading Comprehension

This study aims to investigate the influence of teacher’s questions on students’ reading comprehension and the latter’s perceptions of the impact of these questions on their reading performance. This mixed method study was conducted with 14 grade 9 teachers and 569 students under these teachers to examine the influence of questions on reading comprehension. On the other hand, 14 students, one representative from the class of each teacher, were selected to participate in the retrospective discussion to explore their perceptions of the influence of the questions on their reading comprehension performance. The instruments used were an observation checklist, multiple-choice question (MCQ) test, and a discussion guide to capture the teacher’s questions, reading comprehension performance, and perceptions of students, respectively. The results for the quantitative part indicated that an increase in the number of teacher’s questions was positively correlated with an improvement in students’ reading comprehension performance. However, it was observed that teachers predominantly focused on lower-order thinking (LOT) questions resulting in students’ better performance on tests that assessed LOT skills but struggling on tests that required higher-order thinking (HOT) skills. Considering the perceptions of students on the teacher’s questions and their influence on their comprehension, they recognized the importance of relevant questions in maintaining engagement. They also expressed a preference for open-ended questions that encourage discussion and promote critical thinking. The connection between the findings from both quantitative and qualitative aspects suggests that by incorporating more (HOT) questions into their teaching practices, teachers can enhance students’ reading comprehension abilities.

Transformative Learning, Priming, and Simulation Timing: A Randomized Controlled Pilot Study Among Emergency Medicine Residents.

Background Traditionally, learning is thought to occur best when prerequisite cognitive background information is delivered before simulation training. More recent studies have attempted to analyze the transformative nature of simulation by placing simulation before didactics. However, these studies were flawed as they provided background on the subject before the simulation itself. Our study aims to isolate the transformative effect of simulation and answer the question of whether lecture or simulation should come first. Methodology We designed a novel simulation session and accompanying lecture for 18 Emergency Medicine residents in all three years of training regarding a subject they were entirely unfamiliar with, the emergent management of a left ventricular assist device (LVAD). The residents were randomized into two groups. One group had the lecture (8/18) before their simulation, while the other group (10/18) had the simulation first and the lecture afterward, testing the motivational nature. Thereafter, both groups responded to a post-session survey with Likert-style and open-ended comment questions to assess the reaction to the session and a knowledge-based multiple-choice question test. Results Both groups did not score significantly differently on either the immediate post-test or a retention post-test that we administered four weeks later. Three of eight participants reported in open comments that they were much more comfortable with a lecture-first than a simulation-first format. Conclusions Despite controlling for some of the limitations of previous studies, our results including learners' preferences do not support a transformation in the sequence of clinical skills learning. Until other larger studies prove the opposite, we recommend continuing with the lecture followed by the simulation sequence as per existing conceptual simulation learning frameworks.

Quality Assurance of Multiple-Choice Questions Test Through Item Analysis

Objective: To analyze the value of in use multiple choice questions of ophthalmology by finding discrimination index, distractor efficiency and difficulty index.Study Design: Cross-sectional study.Place and Duration of Study: The Study was conducted at the Department of Ophthalmology, Karachi Institute of Medical Sciences, Karachi, Pakistan from January 2022 to March 2022. Methods: The study included result of all multiple-choice questions administered during pre-annual examination of the year 2021. There were 45 multiple-choice questions with one correct option and three distractors. Analysis of each item was performed to find difficulty discrimination index and distractor efficiency.Data were entered and analyzed by SPSS software 20.0. Frequency and percentage were calculated for all categorical variables and mean and standard deviation were considered for all continuous variables. Difficulty and discrimination index and distractor efficiency were calculated for multiple-choice questions.Results: Overall, 68.9% had good/acceptable levels of difficulty and were stored, whereas 24.4% were too easy and 6.7% were too complex and confusing. Discrimination analysis demonstrated 27 items to be excellent, 13 good and 5 having poor discrimination. Distractor efficacy was found to be 93.32±19.60. Out of 135 distractors, 129 were functional while non-functioning distractor (NFD) were 6.Conclusion: Item analysis is a valuable assessment tool that identifies better multiple-choice questions to be retained while discarding or reviewing the weak ones. Faculty development programs should be organized for improving item writing skills of faculty&#x0D; How to cite this: Farooq MZ, Mashhood S. Quality Assurance of Multiple Choice Questions Test Through Item Analysis. Life and Science. 2023; 4(4): 499-505. doi: http://doi.org/10.37185/LnS.1.1.315

Implementation of Live Worksheets Assisted Interactive Student Worksheets Based on Discovery Learning

This study aims to ascertain the learning outcomes, effectiveness, and significant differences between printed worksheets on electrolytic cell material and interactive student worksheets based on discovery learning. This research is in a quasi-experimental design with a pretest-posttest control group design. The research instrument consisted of multiple-choice test questions with research subjects in classes XII MIPA 6 and XII MIPA 8 at Public High School 1 Kendari. Data analysis techniques consisted of descriptive analysis and inferential analysis. According to the investigation's findings, students who used interactive student worksheets based on discovery learning and supported by Live Worksheets with printed student worksheets experienced increased post-test learning outcomes. Still, the increase in the experimental class was higher than in the control class. As a result, Live Worksheets-assisted interactive student worksheets based on discovery learning on electrolytic cell material are helpful in education because they can enhance student learning outcomes.