Progressive clinical case-based multiple-choice questions: An innovative way to evaluate and rank undergraduate medical students

Titre traduit de la contribution: Performance des dossiers cliniques progressifs pour évaluer et classer les étudiants en médecine

F. Cohen Aubart, R. Lhote, A. Hertig, N. Noel, N. Costedoat-Chalumeau, A. Cariou, G. Meyer, F. Cymbalista, N. de Prost, P. Pottier, L. Joly, O. Lambotte, M. C. Renaud, C. Badoual, M. Braun, O. Palombi, A. Duguet, D. Roux

Résultats de recherche: Contribution à un journalArticleRevue par des pairs

3 Citations (Scopus)

Résumé

Introduction: In France, at the end of the sixth year of medical studies, students take a national ranking examination including progressive clinical case-based multiple-choice questions (MCQs). We aimed to evaluate the ability of these MCQs for testing higher-order thinking more than knowledge recall, and to identify their characteristics associated with success and discrimination. Methods: We analysed the 72 progressive clinical cases taken by the students in the years 2016–2019, through an online platform. Results: A total of 72 progressive clinical cases (18 for each of the 4 studied years), corresponding to 1059 questions, were analysed. Most of the clinical cases (n = 43, 60%) had 15 questions. Clinical questions represented 89% of all questions, whereas basic sciences questions accounted for 9%. The most frequent medical subspecialties were internal medicine (n = 90, 8%) and infectious diseases (n = 88, 8%). The most frequent question types concerned therapeutics (26%), exams (19%), diagnosis (14%), and semiology (13%). Level 2 questions (“understand and apply”) accounted for 59% of all questions according to the Bloom's taxonomy. The level of Bloom's taxonomy significantly changed over time with a decreasing number of level 1 questions (“remember”) (P = 0.04). We also analysed the results of the students among 853 questions of training ECNi. Success and discrimination significantly decreased when the number of correct answers increased (P < 0.0001 both). The success, discrimination, mean score, and mean number of discrepancies did not differ according to the diagnosis, exam, imaging, semiology, or therapeutic type of questions. Conclusion: Progressive clinical case-based MCQs represent an innovative way to evaluate undergraduate students.

Titre traduit de la contributionPerformance des dossiers cliniques progressifs pour évaluer et classer les étudiants en médecine
langue originaleAnglais
Pages (de - à)302-309
Nombre de pages8
journalRevue de Medecine Interne
Volume42
Numéro de publication5
Les DOIs
étatPublié - 1 mai 2021
Modification externeOui

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