ABSTRACT
Introduction: Many different strategies exist to try and encourage students to increase their knowledge and understanding of a subject. This study was undertaken to measure the effect of student-based construction of multiple choice questions (MCQs) as a stimulus for the learning and understanding of topics in clinical surgery.
Materials and Methods: The study was carried out at the University of Adelaide, Australia and had 2 components. Fourth-year students were required to provide a case study during a surgical attachment and half of the group was asked to supplement this with MCQs. These students were pre- and post-tested and the effect of the additional intervention (MCQ-construction) measured. Fifth-year students were polled on their preferred methods of learning before and after a learning exercise in which they were asked to undertake a case presentation and create some MCQs. Results: The MCQ questions designed by the students were of a high standard and clearly displayed an understanding of the topic concerned. The 4th-year students in the MCQ construction group showed equivalent outcomes as the case study control group. Students initially ranked MCQ-construction amongst the least stimulating methods of learning, but after the exercise their opinion was significantly more favourable, although still much less than traditional learning methodologies (tutorials, books). Conclusions: Construction of MCQs as a learning tool is an unfamiliar exercise to most students and is an unpopular learning strategy. However, students are capable of producing high quality questions, and the challenge for medical faculties is how best to use this initiative to the students’ advantage.Students in general and medical students in particular are often described as “strategic learners”, but in reality many become superficial learners out of necessity when faced with the seemingly boundless volume of material in today’s curriculum. The apparent enormity of the task might encourage rote learning and much of what is learnt can be rapidly forgotten once the examination or assessment task is completed.
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