Single best answer questions as a teaching tool in medical education : an international mixed-method comparative evaluation
Zegugu, Moemen Chatoo, Saif Abbas Choudhry, Anam Metezai, Huria Usman, Danyal Kamal, Mohammad El Badawey, Abdullah
Zegugu, Moemen
Chatoo, Saif Abbas
Choudhry, Anam
Metezai, Huria
Usman, Danyal
Kamal, Mohammad
El Badawey, Abdullah
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Affiliation
Swansea University Health Board; Royal Free London NHS Trust; Oxford University Hospitals NHS Foundation Trust; Sandwell and West Birmingham NHS Trust; et al.
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Publication date
2024-09-19
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Abstract
Introduction Single Best Answer questions are an established assessment format in medical education, however, their use as a teaching tool is underexplored in the literature. We aimed to assess the effectiveness and impact of implementing Single Best Answer (SBA) questions into lecture teaching, compared to standard lectures. Methods This evaluation utilised a mixed-method retrospective approach, combining quantitative and qualitative analysis of routine teaching feedback. Over a 2-year period, 10 standard teaching sessions were initially conducted, followed by the development of 43 SBA teaching sessions aimed at improving teaching delivery. Students completed anonymised questionnaires voluntarily after each teaching session (n=3,814 in teaching with SBAs; n=868 in teaching without SBAs). Quantitative data was compared using Welch's t-test. Statistical analysis was completed using the SPSS version 26.0 software (IBM Corp., Armonk, USA), with p < 0.05 considered statistically significant. Results The mean perceived confidence increase in topics before and after teaching was significantly higher with the SBA lecture compared to the standard lecture teaching group (1.32 ± 0.14, 1.07 ± 0.12 respectively; p < 0.001). Engagement levels were significantly higher in the SBA lecture compared to the standard lecture group (4.55 ± 0.12, 4.21 ± 0.15 respectively; p < 0.001). Qualitative data supported these results. Conclusion Single Best Answer question use significantly improved student perceived learning outcomes and engagement, indicating its higher efficacy as a teaching tool in our educational programme. This evaluation highlights the potential use of SBA questions to enhance learning in medical education, further studies and testing methods are required to support its wider generalisability.
Citation
Zegugu M, Chatoo SA, Choudhry A, Metezai H, Usman D, Kamal M, El Badawey A. Single Best Answer Questions as a Teaching Tool in Medical Education: An International Mixed-Method Comparative Evaluation. Cureus. 2024 Sep 19;16(9):e69745. doi: 10.7759/cureus.69745
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Article