Cara Au, Julie L Drolet, Vibha Kaushik, Grant Charles, Monica Franco, Jesse Henton, Marina Hirning, Sheri McConnell, David Nicholas, Amanda Nickerson, Jessica Ossais, Heather Shenton, Tamara Sussman, Gabriela Verdicchio, Christine A Walsh, Jayden Wickman
Impact of COVID-19 on social work field education: Perspectives of Canadian social work students
Journal of social work (London, England)
background teaching students create assessments involving multiplechoice questions mcqs potential useful active learning strategy order optimize students learning essential understand engage activities objective explore medical students perceptions completing rigorous mcq training subsequently writing mcqs affects learning design mixed methods exploratory qualitative study eighteen secondyear medical students trained mcqwriting best practices collaboratively generated question bank subsequently authors conducted focus groups eight students probe impressions process effect learning responses partially informed survey consisting openended likert rating scale questions remaining ten students completed focus group survey data eighteen participants iteratively coded categorized themes related perceptions training collaborative mcq writing results medical students felt training mcq construction affected appreciation mcq examinations testtaking strategy perceived writing mcqs required problemsolving contentintegration compared preferred study strategies specifically generating plausible distractors required critical reasoning make subtle distinctions diagnoses treatments additionally collaborating students beneficial providing exposure different learning questionwriting approaches conclusions completing mcqwriting training increases appreciation mcq assessments writing mcqs requires medical students make conceptual connections distinguish diagnostic therapeutic options learn colleagues requires extensive time knowledge base