Melissa S Medina1. 1. College of Pharmacy, University of Oklahoma Health Science Center, 1110 N. Stonewall Ave., PO Box 26901, Oklahoma City, OK 73126, USA. melissa-medina@ouhsc.edu
Abstract
OBJECTIVES: To compare the effectiveness of 2 case question formats (multiple choice and open ended) to prompt faculty members and students to explore multiple solutions and use factual evidence to defend their solutions. METHODS: Doctor of pharmacy (PharmD) faculty members and students responded to 2 pharmacy law/ethics cases, one followed by a case question prompt in multiple-choice format and the other by a question in open-ended format. The number of conclusions and the quality of the arguments generated were assessed using general linear modeling. RESULTS: PharmD faculty members outperformed students on every outcome variable measured, demonstrating expert problem-solving skills. All participants provided better quality arguments when the case prompt question was in multiple-choice format. CONCLUSIONS: The better quality arguments prompted by multiple-choice case questions suggests this format should be used when constructing case question prompts.
OBJECTIVES: To compare the effectiveness of 2 case question formats (multiple choice and open ended) to prompt faculty members and students to explore multiple solutions and use factual evidence to defend their solutions. METHODS: Doctor of pharmacy (PharmD) faculty members and students responded to 2 pharmacy law/ethics cases, one followed by a case question prompt in multiple-choice format and the other by a question in open-ended format. The number of conclusions and the quality of the arguments generated were assessed using general linear modeling. RESULTS: PharmD faculty members outperformed students on every outcome variable measured, demonstrating expert problem-solving skills. All participants provided better quality arguments when the case prompt question was in multiple-choice format. CONCLUSIONS: The better quality arguments prompted by multiple-choice case questions suggests this format should be used when constructing case question prompts.
Entities:
Keywords:
active learning; argument analysis; case-based learning; problem solving; question format
Authors: Paul F Wimmers; Ted A W Splinter; Gregory R Hancock; Henk G Schmidt Journal: Adv Health Sci Educ Theory Pract Date: 2006-07-18 Impact factor: 3.853