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Using very short answer errors to guide teaching

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Putt, Oliver, Westacott, Rachel, Sam, Amir H., Gurnell, Mark and Brown, Celia A. (2022) Using very short answer errors to guide teaching. The Clinical Teacher, 19 (2). pp. 100-105. doi:10.1111/tct.13458

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Official URL: https://doi.org/10.1111/tct.13458

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Abstract

Background: Student performance in examinations reflects on both teaching and student learning. Very short answer questions require students to provide a self‐generated response to a question of between one and five words, which removes the cueing effects of single best answer format examinations while still enabling efficient machine marking. The aim of this study was to pilot a method of analysing student errors in an applied knowledge test consisting of very short answer questions, which would enable identification of common areas that could potentially guide future teaching. Methods: We analysed the incorrect answers given by 1417 students from 20 UK medical schools in a formative very short answer question assessment delivered online. Findings: The analysis identified four predominant types of error: inability to identify the most important abnormal value, over or unnecessary investigation, lack of specificity of radiology requesting and over‐reliance on trigger words. Conclusions: We provide evidence that an additional benefit to the very short answer question format examination is that analysis of errors is possible. Further assessment is required to determine if altering teaching based on the error analysis can lead to improvements in student performance.

Item Type: Journal Article
Subjects: R Medicine > RC Internal medicine
Divisions: Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School > Health Sciences
Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School
SWORD Depositor: Library Publications Router
Library of Congress Subject Headings (LCSH): Medicine -- Examinations, questions, etc, Diagnosis -- Examinations, questions, etc, Medical education -- Evaluation, Medical students -- Rating of, Medicine -- Study and teaching
Journal or Publication Title: The Clinical Teacher
Publisher: Wiley-Blackwell Publishing Ltd.
ISSN: 1743-4971
Official Date: April 2022
Dates:
DateEvent
April 2022Published
25 January 2022Available
22 December 2021Accepted
Volume: 19
Number: 2
Page Range: pp. 100-105
DOI: 10.1111/tct.13458
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Open Access
RIOXX Funder/Project Grant:
Project/Grant IDRIOXX Funder NameFunder ID
UNSPECIFIEDNational Institute for Health Research (NIHR) Applied Research Collaboration (ARC) West MidlandsUNSPECIFIED
UNSPECIFIEDNational Institute for Health Research Cambridge Biomedical Research CentreUNSPECIFIED
UNSPECIFIEDMedical Schools Council Assessment AllianceUNSPECIFIED

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