13 Jun 2013 ... behavioral objectives and MCQs following the NBME guidelines, writing ...
Choice Questions for Continuing Medical Education Activities and ...
WRITING EFFECTIVE OBJECTIVES, MCQS, AND APPLICATIONS WORKSHOP CODE: 1.2 Date / Time
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13 June 2013, 13.00-16.30
Brief Description
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This workshop is designed to introduce participates to the basics of writing higher order behav ioral objectiv es and MCQs following the NBME guidelines, writing problem sets that engage students, and begin to outline a module using effectiv e objectiv es, MCQ questions problem question questions
Key Objectives
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At the end of this workshop, the participants will be able to: (1) W rite an accurate behav ioral objective that follows the essential components of a well written objectiv e. (2) Critique a series of MCQs according to the NBME guidelines. (3) Critique a series of applications to according to a strategy called 4 S's that create engaged discussions. (4) W rite a series of appropriate objectiv es, MCQ, and problem questions for a module the team designs.
Facilitators
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Sandy Cook, PhD; Associate Professor; Senior Associate Dean, Medical Education, Research, and Ev aluation, Duke-NUS Graduate Medical School, Singapore.
Mandatory Reading (Prior to Workshop)
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(1) Collins, J. (2006). “Education Techniques for Lifelong Learning: W riting MultipleChoice Questions for Continuing Medical Education Activ ities and Self-Assessment Modules”. RadioGraphics, 26(2), pp. 543 – 551. (2) Cook, S. (2008). "W riting Outstanding MCQs that Match Your Objectiv es: W hy Keep Assessing Your Student's Performance a Secret?", SGH Proceedings, 17(3), pp.154 159. (3) Cook, S., Puthucheary, J. A., & Dzwonek, B. R. (2011). “The 5 Simple Rules for TeamLEAD”. Unpublished Personal Communication. Medical Education, Research and Ev aluation Department, Duke-NUS Graduate Medical School Singapore (4) National Board of Medical Examiners, tutorial. http://download.usmle.org/IW Tutorial/intro.htm
Item
writing
(5) Michaelsen, L. K. & Sweet, M. (2008). “The Essential Elements of Team-Based Learning”, New Directions for Teaching and Learning, 2008(16), pp. 7 – 27. (6) Sweet, M. (2011). “The Least You Need to Know About Team-Based Learning”. Unpublished Personal Communication. Department of Instructional Innov ation & Assessment, Univ ersity of Texas at Austin. References for Further Reading if desired
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(1) Case, S. M. & Swanson, D. B. (2002). "Constructing W ritten Test Questions for the Basic and Clinical Science". (3rd rev . ed.)., National Board of Medical Examiners. Retriev ed 25 August 2011 from http://www.nbme.org/publications/item-writingmanual-download.html (2) Collins, J. (2006). "Education Techniques for Lifelong Learning: W riting MultipleChoice Questions for Continuing Medical Education Activ ities and Self-Assessment Modules". RadioGraphics, 26(2), pp. 543 - 551. (3) Cook, S., Puthucheary, J. A., & Dzwonek, B. R. (2011). "The 5 Simple Rules for TeamLEAD". Unpublished Personal Communication. Medical Education, Research and Ev aluation Department, Duke-NUS Graduate Medical School Singapore
