Multiple Choice Questions in Anatomy and Neurobiology for Undergraduates

Michael J. Blunt, M. Girgis

• Publisher: Butterworth-Heinemann
• Year: 2013
• Print ISBN: 9780407001534
• eBook ISBN: 9781483141824
• Topic: Biological Sciences
• Subtopic: Anatomy
• Index: Biological Sciences

Multiple Choice Questions in Anatomy and Neurobiology for Undergraduates is a collection of multiple choice questions in anatomy and neurobiology for undergraduate students. Questions are grouped for each visceral system and the nervous system. In the case of the body framework (including peripheral nerves and blood vessels), however, a regional grouping is used. Each question has the corresponding correct answer. This book is comprised of eight chapters covering the upper limb, head and neck, musculoskeletal trunk, lower limb, cardiovascular and respiratory systems, gastrointestinal and genito-urinary systems, and neurobiology. Each chapter contains three types of questions designed to test knowledge in different ways. Type A items involve choosing a single correct answer from five available choices. Type L items are used to elicit information on the cause-effect relationship between sets of data. Type E items call for the perception of one or more correct responses among four alternatives, and the responses may be grouped in five different ways. Most questions are also accompanied by an indication of the percentage of students who obtained the correct answer on occasions of previous settings and by a biserial correlation coefficient (r biserial), indicative of the capacity of the question to distinguish between more able and less able students. This monograph is primarily intended for medical undergraduates and will also be useful to academic anatomists building up their own question banks.

Chapter 1

Description, Aims, Suggestions to Users

Publisher Summary

This chapter presents multiple choice questions (MCQ) that are primarily intended for the use of medical undergraduates. It has three main aims: (1) to facilitate the learning of topographical anatomy and neurobiology, (2) to provide a measure by which progress may be assessed, and (3) to provide practice in anatomy MCQs. Questions have been grouped for each visceral system and the nervous system in the case of the body framework. In fostering the aim of providing students with an immediate measure of progress, each question has been accompanied alongside by its correct answer. Most questions are also accompanied by an indication of the percentage of students who obtained correct answer on occasions of previous settings and by a biserial correlation coefficient (r biserial), indicative of the capacity of the question to distinguish between more able and less able students. Thus, students can tell at a glance whether the question they have attempted has been validated by previous use and if so, what levels of difficulty and discrimination it presented. An item analysis, when given, is indicative of valid testing in relation to the objectives on which the question is based. Student users should understand that with higher r biserials, there is a greater likelihood that more able members of previous cohorts of students setting a question did not encounter ambiguities or semantic problems. Such problems are a well-known hazard of multiple choice questions, and the best guarantee that they have been overcome is the evidence of an r biserial reaching at least the 0.05 level of significance. In the instances in which no item analysis is given, questions have not been tested by previous use and their reliability is as yet an unknown quantity.

This book of multiple choice questions is primarily intended for the use of medical undergraduates, for whom it has three main aims.

(1) To facilitate the learning of topographical anatomy and neurobiology.

(2) To provide a measure by which progress may be assessed.

(3) To provide practice in anatomy MCQ’s.

It is, in addition, hoped that the questions presented will be useful to academic anatomists building up their own question banks.

Questions have been grouped for each visceral system and the nervous system; in the case of the body framework (including peripheral nerves and blood vessels), however, a regional grouping has been adopted. In pursuit of the aim to facilitate learning all headings and sub-headings follow the order used in A New Approach to Teaching and Learning Anatomy (Blunt, 1976). Moreover, each question is referred to an objective or series of objectives in that book. Thus, individuals using A New Approach to Teaching and Learning Anatomy as a companion volume may readily obtain immediate feed-back on their achievement of the objectives which it designates. In most instances reference is made to one or more general instructional objectives and to one or more specific learning objectives. On occasions, however, when it is considered that there is no sufficiently close match with specific learning objectives, only a general instructional objective is indicated.

In fostering the aim of providing students with an immediate measure of progress each question has been accompanied alongside by its correct answer. Most questions are also accompanied by an indication of the percentage of students who obtained the correct answer on occasions of previous settings and by a biserial correlation coefficient (r biserial), indicative of the capacity of the question to distinguish between more able and less able students. Inclusion also indicates the statistical significance of the r biserial at the 0.05 level of probability. Thus, the student can tell at a glance whether the question he has attempted has been validated by previous use, and, if so, what levels of difficulty and discrimination it presented. The figures shown relate to groups of about 250 undergraduate medical students. In instances where questions have been set several times, there may be substantial variation in performance reflecting essentially differences in preparedness on the basis of teaching given. Clearly no absolute significance is attached to the performance levels recorded, but they serve as a general guide to levels of difficulty experienced by a group of students who had prepared themselves for a test. Biserial correlation coefficients vary from 0 to 1 and may be given the sign + or – according to the direction of the discrimination. All those given in fact represent positive discrimination so the sign has been omitted. The closer the values shown approach to 1 the better the questions distinguish between students getting higher total marks and less able colleagues. The indication that the r biserial is significant at a probability level of 0.05 means that a value as large as this will occur by chance only 5 times in 100 samples.

Questions which have been tried but found wanting have not been included in this collection. Thus, an item analysis, when given, is indicative of valid testing in relation to the objectives on which the question is based. By using the data provided instructors may be assisted in the preparation of criterion referenced test papers at predetermined levels of difficulty. Student users should appreciate that with the higher r biserials there is a greater likelihood that more able members of previous cohorts of students sitting a question did not encounter ambiguities or semantic problems. Such problems are a well known hazard of multiple choice questions and the best guarantee that they have been overcome is the evidence of an r biserial reaching at least the 0.05 level of significance. In the instances in which no item analysis is given, questions have not been tested by previous use and their reliability is as yet an unknown quantity.

Each chapter of the book contains three types of questions, designed, according to the Hubbard and Clemans (1961) classification, to test knowledge in different ways. Type A items involve choosing a single correct answer from five available choices. Type E items are used to elicit information on the cause–effect relationship between sets of data. Type K items call for the perception of one or more correct responses among four alternatives and the responses may be grouped in five different ways. Type A items thus predominantly require the recall of isolated items of knowledge, whereas Type E and K questions additionally require perception of the congruence or cohesiveness between sets of data (Blunt and Blizard, 1975).

Suggestions to users

(1) Use a strip of paper or a ruler to cover the right-hand column of data which includes the correct answers to questions.

(2) Determine how many questions will be attempted and set a total time limit of 1¼ minutes per question.

(3) Jot down your answers to questions, remembering that if you do not commit yourself to paper it is easy enough to delude yourself as to what you would have decided!

(4) Check whether your scores compare well with those indicated in the data column.

(5) Analyse the reasons for incorrect answers. If the reason is simply insufficient knowledge the remedy is obvious. If, on the other hand, your incorrect response was associated with the feeling that you knew the correct answer, it may have been due to insufficiently accurate reading of the question or to incorrect interpretation of it. In the latter case perusal of the r biserial will provide some indication of the likelihood of ambiguity.

References

Blunt, M.J.A New Approach to Teaching and Learning Anatomy: Objectives and Learning Activities. London: Butterworths, 1976.

Blunt, M.J., Blizard, P.J. Recall and retrieval of anatomical knowledge. Br. J. med. Educ. 1975; 9:255.

Hubbard, P.J., Clemans, W.V. Multiple Choice Examinations in Medicine. A Guide for Examiner and Examinee. Philadelphia: Lea and Febiger, 1961.

Chapter 2

The Upper Limb

Type A items (Hubbard and Clemans, 1961) (Questions 1–88)

These involve choosing one correct answer from five available choices. The instruction for these items is as follows:

Each of the incomplete statements below is followed by five suggested answers or completions. Select the one which is best in each case.

(1)^*

(2)^*

(3)^*

A(i) Shoulder region (Question...

Table of contents

• Cover image
• Title page
• Table of Contents
• Copyright
• Preface
• Chapter 1: Description, Aims, Suggestions to Users
• Chapter 2: The Upper Limb
• Chapter 3: Head and Neck
• Chapter 4: Musculo-skeletal Trunk
• Chapter 5: The Lower Limb
• Chapter 6: The Cardiovascular and Respiratory Systems
• Chapter 7: The Gastro-intestinal and Genito-urinary Systems
• Chapter 8: Neurobiology