Multiple Choice Questions and Open-Ended Questions – Various Tools to Assess Pharmacology Knowledge
Friday April 30, 2021
Eastern Time (ET)
View session on the EB Virtual Platform (EB registration required)
Naunihal (Nina) Zaveri
Arkansas College of Osteopathic Medicine
University of California, San Francisco
Assessment is an important part of education, to gauge knowledge acquisition and learning, to motivate students, and to enhance retention. Recent changes in licensing examinations makes it even more important to identify and tailor assessments in pharmacology and pharmacotherapy. In 2020, the COVID pandemic shifted education and assessment to remote and virtual formats. During this symposium, we will use an interactive format to present how we utilize different approaches such as open-ended questions, one-liner tests, and Google forms to assess pharmacology knowledge in our medical, dental, and pharmacy curricula at different institutions, both pre- and post-COVID. We will engage participants with small group activities that provide the opportunity to create assessments that best suit their institution’s needs.
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Naunihal (Nina) Zaveri
- Arkansas College of Osteopathic Medicine
Multiple-choice Questions, Diagnostic Exams, and One-liner Tests: What Makes Pharmacology Stick?
Nina will discuss use of multiple-choice questions, diagnostic exams, and one-liner tests to effectively assess pharmacology knowledge acquisition in an integrated medical school curriculum. She will describe how these assessments are used for long-term knowledge acquisition and retention of pharmacology, and provide data that show outcomes on national exams using some of these forms of assessments.
- University of California, San Francisco
Essay Questions - The Good, the Bad and the Grading
Marieke will provide an overview of experiences with formative and summative pharmacology assessments using open-ended questions (OEQs) and multiple-choice questions (MCQs) in the integrated curricula of the School of Pharmacy (OEQ & MCQ), Medicine (OEQ) and Dentistry (MCQ) and compare exam logistics and student performance between remote and in person cohorts.