Multiple‐Choice versus Open‐Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types

Wassim H. Merzougui; Matthew A. Myers; Samuel Hall; Ahmad Elmansouri; Rob Parker; Alistair D. Robson; Octavia Kurn; Rachel Parrott; Kate Geoghegan; Charlotte H. Harrison; Deepika Anbu; Oliver Dean; Scott Border

doi:10.1002/ase.2053

journal article Open Access Feb 16, 2021

Multiple‐Choice versus Open‐Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types

Matthew A. Myers Samuel Hall Ahmad Elmansouri Rob Parker Alistair D. Robson Octavia Kurn Rachel Parrott Kate Geoghegan Charlotte H. Harrison Deepika Anbu Oliver Dean

Scott Border

Anatomical Sciences Education Vol. 14 No. 3 pp. 296-305 · Wiley

View at Publisher Save 10.1002/ase.2053

Abstract

Methods of assessment in anatomy vary across medical schools in the United Kingdom (UK) and beyond; common methods include written, spotter, and oral assessment. However, there is limited research evaluating these methods in regards to student performance and perception. The National Undergraduate Neuroanatomy Competition (NUNC) is held annually for medical students throughout the UK. Prior to 2017, the competition asked open‐ended questions (OEQ) in the anatomy spotter examination, and in subsequent years also asked single best answer (SBA) questions. The aim of this study is to assess medical students’ performance on, and perception of, SBA and OEQ methods of assessment in a spotter style anatomy examination. Student examination performance was compared between OEQ (2013–2016) and SBA (2017–2020) for overall score and each neuroanatomical subtopic. Additionally, a questionnaire explored students’ perceptions of SBAs. A total of 631 students attended the NUNC in the studied period. The average mark was significantly higher in SBAs compared to OEQs (60.6% vs. 43.1%, P < 0.0001)—this was true for all neuroanatomical subtopics except the cerebellum. Students felt that they performed better on SBA than OEQs, and diencephalon was felt to be the most difficult neuroanatomical subtopic (n = 38, 34.8%). Students perceived SBA questions to be easier than OEQs and performed significantly better on them in a neuroanatomical spotter examination. Further work is needed to ascertain whether this result is replicable throughout anatomy education.

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Details

Published: Feb 16, 2021
Vol/Issue: 14(3)
Pages: 296-305
License: View

Authors

W

Wassim H. Merzougui

Center for Learning Anatomical Sciences Faculty of Medicine University of Southampton Southampton United Kingdom; Department of Trauma and Orthopedics Pilgrim Hospital Boston United Kingdom

M

Matthew A. Myers

Center for Learning Anatomical Sciences Faculty of Medicine University of Southampton Southampton United Kingdom; Department of Neurosurgery Salford Royal NHS Foundation Trust Salford United Kingdom

S

Samuel Hall

Center for Learning Anatomical Sciences Faculty of Medicine University of Southampton Southampton United Kingdom; Department of Neurosurgery Wessex Neurological Centre Southampton United Kingdom

A

Ahmad Elmansouri

Department of Medical Education Brighton and Sussex Medical School University of Sussex Brighton United Kingdom

R

Rob Parker

University of Southampton, School of Medicine Southampton United Kingdom

A

Alistair D. Robson

University of Southampton, School of Medicine Southampton United Kingdom

O

Octavia Kurn

University of Southampton, School of Medicine Southampton United Kingdom

R

Rachel Parrott

Department of Anatomy St Andrews University St Andrews Scotland

K

Kate Geoghegan

Department of Cardiology Royal United Hospital Bath United Kingdom

C

Charlotte H. Harrison

Department of Emergency Medicine Oxford University Hospitals NHS Foundation Trust Oxford United Kingdom

D

Deepika Anbu

University of Southampton, School of Medicine Southampton United Kingdom

O

Oliver Dean

University of Southampton, School of Medicine Southampton United Kingdom

S

Scott Border

Center for Learning Anatomical Sciences Faculty of Medicine University of Southampton Southampton United Kingdom

Cite This Article

Wassim H. Merzougui, Matthew A. Myers, Samuel Hall, et al. (2021). Multiple‐Choice versus Open‐Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types. Anatomical Sciences Education, 14(3), 296-305. https://doi.org/10.1002/ase.2053

Multiple‐Choice versus Open‐Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types

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