IJAR.2022.225

Type of Article:  Original Research

Volume 10; Issue 4 (December 2022)

Page No.: 8482-8488

DOI: https://dx.doi.org/10.16965/ijar.2022.225

Analysing the Effect of Incorporating Images While Framing MCQs For Online Clinical Anatomy Assessment Among First Year Medical Students

Magi M 1, Jayagandhi S 2, Dinesh Kumar V 3, Rajprasath R *4, Bhavani Prasad G 5, Rema Devi

1 Professor, Department of Anatomy, Pondicherry Institute of Medical Sciences, Puducherry, India.

2 Associate professor, Department of Anatomy, Pondicherry Institute of Medical Sciences, Puducherry, India.

3 Assistant professor, Department of Anatomy, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, India.

*4 Associate professor, Department of Anatomy, Pondicherry Institute of Medical Sciences, Puducherry, India.

5 Tutor, Department of Anatomy, Pondicherry Institute of Medical Sciences, Puducherry, India.

6 Professor, Department of Anatomy, Pondicherry Institute of Medical Sciences, Puducherry, India.

Corresponding Author: Dr. Rajprasath. R, Associate professor, Department of Anatomy, Pondicherry Institute of Medical Sciences, Puducherry, India. Telephone number: +91 9790610553 E-Mail: rajprasathanat@gmail.com

ABSTRACT

The disruptions caused by COVID-19 pandemic has significantly affected the assessment component of the undergraduate medical curriculum. The lack of physical ascertainment of the learning outcomes has forced the medical educators across the world to adopt online modes of assessment. Though multiple options like true / false, short answers and viva were available, the most common tool for many was multiple choice questions as they could be arranged according to the cognitive hierarchy of Miller’s pyramid. The present study was undertaken to analyze the effect of incorporating images while framing MCQs for online anatomy assessment among first year medical students. The study was planned in a quasi-controlled design where a batch of 150 students were subjected to a set of 40 multiple choice questions (20 text based and 20 image based MCQs). The questions were designed following Ebel and Frisbie guidelines of MCQs and validated by three investigators independently. Three cycles of assessments were conducted, and the scores were analyzed. At the end of 3 cycles of assessment feedback was taken from the students regarding this method of assessment. The performance of students was better in image based MCQs compared to traditional MCQs in all regions. Upon documenting the percipience, students had felt that image based MCQs were interesting, improved their clinical reasoning skills, lateral thinking abilities and quest for learning applied anatomy. Thus, we postulate that image based MCQs could be considered as better assessment tool in the era of online learning

KEYWORDS: Assessment, Clinical anatomy, Image based assessment, MCQs, Online learning.

REFERENCES

[1]. Khan RA, Jaiwad M. Technology Enhanced Assessment in Covid 19 Pandemic.Pak J Med Sci.2020;36.
[2]. Dedeilia A, Sotiropoulos MG, Hanrahan JG, Janga D, Dedeilias P, Sideris M Medical and surgical education challenges and innovations in the COVID-19 era: a systematic review. 2020:1603–1611.
[3]. Green RA, Whitburn LY, Zacharias A, Byrne G, Hughes DL. The relationship between student engagement with online con¬tent and achievement in a blended learning anatomy course. Anat Sci Educ 2018;11:471-7.
[4]. Mayer RE. Applying the science of learning to medical education. Med Educ. 2010 ;44 :543–9.
[5]. Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anat Sci Educ. 2010; 3:83–93.
[6]. Brenner E, Chirculescu AR, Reblet C, Smith C.Assessment in Anatomy.Eur J Anat ,2015; 19: 105-124.
[7]. Schnotz W, Baadte C. Surface and deep structures in graphics comprehension. Mem Cognit 2015 43:605–618.
[8]. Schnotz W. Towards an integrated view of learning from text and visual displays. Educ Psychol Rev. 2002; 14: 101–120.
[9]. Sagoo MG, Vorstenbosch ATM, Bazira PJ, Ellis H, Kambouri M, Owen C. Online Assessment of Applied Anatomy Knowledge: The effect of Images on Medical Students Performance. Anat Sci Educ 2020; 0:1–10.
[10]. Ebel RL, Frisbie DA. Essentials of educational measurement. Englewood Cliffs: Prentice-Hall; 1991.
[11]. Mayer, R. (2014). Cognitive Theory of Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 43-71). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.005
[12]. Carney R, Levin J. Pictorial illustrations still improve students learning from text. Educ Psychol Rev.2002; 14:26.
[13]. Vorstenbosch ATM, Klaassen PFM, Kooloos JGM, Bolhuis SM, Laan FJM. Do images influence assessment in anatomy? Exploring the effect of images on Item Difficulty and Item Discrimination. Anat Sci Educ .2013;6:29-41.
[14]. Vorstenbosch ATM, Bouter ST, Hurk MM, Kooloos JGM,Bolhuis, SM,Laan FJM.Exploring the validity of assessment in anatomy:Do images influence cognitive processes used in answering Extended Matching Questions? Anat Sci Educ 2014; 7:107–116.
[15]. Holland J, O’Sullivan R, Arnett R. Is a picture worth a thousand words: An analysis of the difficulty and discrimination parameters of illustrated vs.text-alone vignettes in histology multiple choice questions. BMC Med Educ 2015; 15:184.
[16]. Inuwa IM, Taranikanti V, Al-Rawahy M, Habbal O. 2012. Anatomy practical examinations: How does student performance on computerized evaluation compare with the traditional format? Anat Sci Educ 5:27–32.
[17]. Khalil MK, Johnson TE, Lamar CH. Comparison of computer-based and paper-based imagery strategies in learning anatomy. Clin Anat 2005; 18:457–464.

Cite this article: Magi M, Jayagandhi S, Dinesh Kumar V, Rajprasath R, Bhavani Prasad G, Rema Devi. Analysing the Effect of Incorporating Images While Framing MCQs For Online Clinical Anatomy Assessment Among First Year Medical Students. Int J Anat Res 2022;10(4):8482-8488. DOI: 10.16965/ijar.2022.225