Effectiveness of multiple-choice questions (MCQS) discussion as a learning enhancer in conventional lecture class of undergraduate medical students

Abstract

Context: Multiple Choice Questions (MCQs) are one of the commonly used assessment tools in the field of medical education. A few initiatives have been made to use MCQ tests during classes as a mode of test-enhanced learning. However, there is a lack of enough scientific information regarding the use of MCQs as a learning enhancer. Aims: The present study has been undertaken to analyze the effectiveness of MCQ discussion as a learning tool. Methodology: The study was conducted in a Government Medical College in Kerala among Phase 2 MBBS students. They were divided into study and control groups of 61 students each. Online lecture classes were conducted for both groups on six topics of Pathology. For the study group, an additional MCQ discussion was done towards the end of the lecture class. Post-test was conducted on day 1 and after 2 weeks. A questionnaire was given to assess the attitude of students. Scores obtained in the post-tests were used to test the significance. Results: There was a significant difference in the mean score obtained between control and study groups in the post-test conducted on the same day suggesting that the MCQ discussion conducted at the end of the lecture class has added benefit (P value = 0.04). There was no significant improvement in academic performance when an assessment was made after 2 weeks (P value = 0.59). More than 80% of students showed a positive perception of this method. Conclusion: MCQ supplementation towards the end of the didactic lecture class is an effective teaching-learning method. Students also express a very positive attitude towards it. MCQs can be considered not only as an assessment tool but as a learning enhancer also.