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| http://dx.doi.org/10.2147/AMEP.S115838 | DOI Listing |
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A systematic review of progress test as longitudinal assessment in Saudi Arabia.
BMC Med Educ
January 2025
College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
Background: The rapid evolution of healthcare necessitates a new generation of doctors with strong critical thinking, problem-solving, and adaptability skills. This systematic review explores current longitudinal assessment practices in undergraduate medical education in Saudi Arabia with particular emphasis on progress test and its utility, advantages, and disadvantages.
Methods: A systematic search was conducted across relevant databases to identify studies that discuss progress test in undergraduate medical education in Saudi Arabia.
Can cognitive discovery be incentivized with money?
J Exp Psychol Gen
January 2025
Department of Psychology, New York University.
The ability to discover patterns or rules from our experiences is critical to science, engineering, and art. In this article, we examine how much people's discovery of patterns can be incentivized by financial rewards. In particular, we investigate a classic category learning task for which the effect of financial incentives is unknown (Shepard et al.
View Article and Find Full Text PDF. Validation of Guidance for Writing Higher-Order Multiple-Choice Questions in Medical Science Education.
Med Sci Educ
December 2024
Swansea University Medical School, Swansea University, Singleton Park Campus, Swansea, Wales, SA2 8PP UK.
Unlabelled: Problem-solving and higher-order learning are goals of higher education. It has been repeatedly suggested that multiple-choice questions (MCQs) can be used to test higher-order learning, although objective empirical evidence is lacking and MCQs are often criticised for assessing only lower-order, factual, or 'rote' learning. These challenges are compounded by a lack of agreement on what constitutes higher order learning: it is normally defined subjectively using heavily criticised frameworks such as such as Bloom's taxonomy.
View Article and Find Full Text PDFAssessing the Difficulty and Long-Term Retention of Factual and Conceptual Knowledge Through Multiple-Choice Questions: A Longitudinal Study.
Adv Med Educ Pract
December 2024
Department of Medical Education, Kirk Kerkorian School of Medicine at UNLV, Las Vegas, NV, USA.
Article Synopsis
- This study analyzes the effectiveness of multiple-choice questions (MCQs) in medical education, specifically their ability to assess factual versus conceptual knowledge.
- Researchers tested a hypothesis that students would score higher on factual recall questions versus conceptual inference questions, and they tracked the retention of this knowledge over two years.
- Results showed that while both types of questions experienced performance declines over time, the decline was more significant for factual recall questions, indicating that conceptual understanding may retain better long-term among students.
Exploring medical educators' perspectives on teaching effectiveness and student learning.
BMC Med Educ
December 2024
Department of Community Dentistry, Dow International Dental College, Dow University of Health Sciences Karachi, Karachi, Pakistan.
Background: Medical education in resource-constrained settings such as Pakistan faces significant challenges, including large class sizes, limited resources, and reliance on traditional teacher-centered pedagogies. These factors hinder effective learning and fail to equip students with the critical thinking and practical skills essential for modern medical practice. Educators play a fundamental role in shaping student experiences but often struggle to adopt student-centred methodologies due to insufficient training, resource limitations, and institutional constraints.
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