TY  - JOUR
AU  - Rössler, Lena
AU  - Herrmann, Manfred
AU  - Wiegand, Annette
AU  - Kanzow, Philipp
PY  - 2024
DA  - 2024/6/27
TI  - Use of Multiple-Choice Items in Summative Examinations: Questionnaire Survey Among German Undergraduate Dental Training Programs
JO  - JMIR Med Educ
SP  - e58126
VL  - 10
KW  - alternate-choice
KW  - assessment
KW  - best-answer
KW  - dental
KW  - dental schools
KW  - dental training
KW  - education
KW  - educational assessment
KW  - educational measurement
KW  - examination
KW  - German
KW  - Germany
KW  - k of n
KW  - Kprim
KW  - K’
KW  - medical education
KW  - medical student
KW  - MTF
KW  - Multiple-True-False
KW  - multiple choice
KW  - multiple-select
KW  - Pick-N
KW  - scoring
KW  - scoring system
KW  - single choice
KW  - single response
KW  - test
KW  - testing
KW  - true/false
KW  - true-false
KW  - Type A
KW  - Type K
KW  - Type K’
KW  - Type R
KW  - Type X
KW  - undergraduate
KW  - undergraduate curriculum
KW  - undergraduate education
AB  - Background: Multiple-choice examinations are frequently used in German dental schools. However, details regarding the used item types and applied scoring methods are lacking. Objective: This study aims to gain insight into the current use of multiple-choice items (ie, questions) in summative examinations in German undergraduate dental training programs. Methods: A paper-based 10-item questionnaire regarding the used assessment methods, multiple-choice item types, and applied scoring methods was designed. The pilot-tested questionnaire was mailed to the deans of studies and to the heads of the Department of Operative/Restorative Dentistry at all 30 dental schools in Germany in February 2023. Statistical analysis was performed using the Fisher exact test (P<.05). Results: The response rate amounted to 90% (27/30 dental schools). All respondent dental schools used multiple-choice examinations for summative assessments. Examinations were delivered electronically by 70% (19/27) of the dental schools. Almost all dental schools used single-choice Type A items (24/27, 89%), which accounted for the largest number of items in approximately half of the dental schools (13/27, 48%). Further item types (eg, conventional multiple-select items, Multiple-True-False, and Pick-N) were only used by fewer dental schools (≤67%, up to 18 out of 27 dental schools). For the multiple-select item types, the applied scoring methods varied considerably (ie, awarding [intermediate] partial credit and requirements for partial credit). Dental schools with the possibility of electronic examinations used multiple-select items slightly more often (14/19, 74% vs 4/8, 50%). However, this difference was statistically not significant (P=.38). Dental schools used items either individually or as key feature problems consisting of a clinical case scenario followed by a number of items focusing on critical treatment steps (15/27, 56%). Not a single school used alternative testing methods (eg, answer-until-correct). A formal item review process was established at about half of the dental schools (15/27, 56%). Conclusions: Summative assessment methods among German dental schools vary widely. Especially, a large variability regarding the use and scoring of multiple-select multiple-choice items was found. 
SN  - 2369-3762
UR  - https://mededu.jmir.org/2024/1/e58126
UR  - https://doi.org/10.2196/58126
DO  - 10.2196/58126
ID  - info:doi/10.2196/58126
ER  -