Exploring performance outcomes of assessment methods, in order to shape future practices in Medical Education

A research report, co-authored by Faculty of Medicine academics, students and alumni, explores the variable performance outcomes from different neuroanatomy assessment methods.

The authors hope to advance the debate on the efficacy of the impact of question type and help shape future assessment practices in medical education.

Although common anatomy assessment methods include written, spotter and oral assessments, there is still a great deal of variation across UK medical schools.  This study, focused on the annual National Undergraduate Neuroanatomy Competition (NUNC) where students were asked open-ended questions (OEQ) as well as single best answer (SBA) questions.

The report, ‘Multiple Choice versus Open Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types’, seeks to evaluate the assessment methods with regard to student performance and perception.

To read the full report, please visit: https://anatomypubs.onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2053