Introduction: Teaching of human anatomy has undergone significant changes in the past three decades. At the University of Rwanda, anatomy is being taught using team-based learning (TBL). While student-generated multiple choice questions (MCQs) stimulate deeper thinking on a given topic, their impact on anatomy learning is not known. This study aimed to find out the impact of student-generated MCQs on the current anatomy teaching method at the University of Rwanda.
Methods: In this comparative interventional study, two similar chapters on anatomy were selected; one was taught using TBL while for the other one, in addition to TBL, students were encouraged to set MCQs while studying. Pre- and post-test scores were analyzed using SPSS 23 and the Student's -test was used to compare the mean scores obtained.
Results: Thirty-one medical students were recruited. Pre-test mean scores were 25.10 and 25.19 out of 50 for chapters 1 and 2, respectively. Although the students' post-test scores improved after teaching for each chapter, the improvement was much greater for chapter 2 than for chapter 1, with mean scores of 39.97 and 32.45 out of 50, respectively (<0.05). Despite such improvement, almost half of the students found that setting MCQs was not easy.
Conclusion: This study found that student-generated MCQs can be used as a simple and cost-effective tool to enhance TBL of anatomy.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7650038 | PMC |
| http://dx.doi.org/10.2147/AMEP.S274298 | DOI Listing |
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