Yun Saksena
Breaking the bamboo ceiling and de-bunking the model minority myth
Journal of dental education
background objective multiple choice questions mcqs commonly used medical education formative summative assessment however use mcqs pedagogical tool lectures area yet fully explored study aimed gather feedback including mcqs lectures using online audience response system oars methods quasiexperimental study involved 114 first professional mbbs students lecture strategically integrated mcqs delivered traditional classroom setting students answered ten mcqs provided feedback via oars using mobile phones feedback included eleven questions student engagement attentiveness critical thinking skills students perception advantages limitations oars lectures also collected data presented percentages median interquartile range results higher levels engagement reported 80 students 81 felt improvement understanding learning objectives lecture content 5 felt mobile phone usage caused distractions 79 reported increased focus concentration 84 reported mcqs promoted critical thinking skills 75 reported enhanced overall learning experience without causing discomfort 69 believed asking questions individually instructor less effective mcqs oars 83 felt motivated come prepared study material mcqs included lecture 67 preferred even distribution mcqs throughout lecture 53 preferred six ten mcqs per lecture conclusion study suggests integrating mcqs lectures using oars valuable pedagogical strategy medical education potentially improve learning experience enhancing student engagement attentiveness critical thinking skills however educators also aware potential limitations take steps mitigate