Gender variability in performance of multiple-choice question-based assessment on medical biochemistry topics among 1st year MBBS students

Abstract

BACKGROUND: Owing to its popularity and ubiquity, multiple-choice questions (MCQs) are now a commonly used assessment means used in medical education. However, the gender variability in the performance of students in MCQ-based examinations has been a notable topic of exploration in educational research. AIM: To discern if there are any gender-based differences in the performance as well as the risk-taking tendency in MCQ-based assessment among the 1st year medical students in Biochemistry. MATERIALS AND METHODS: This observational study was carried out on 237 1st year MBBS students as an end-of-module assessment test on “Miscellaneous topics in Biochemistry.” Six different types of formats of MCQs: single best response, multiple responses, true and false, reason assertion, pictorial, and matching types were administered to them. The performances of the students were compared among the different types of MCQs after stratifying the students according to gender and academic standing. The percentages of students who attempted and who correctly marked a particular type of MCQ were compared using appropriate statistical tests. RESULTS: No significant differences were observed in the pattern of scoring, attempt, or skipped questions in between the two genders in any of the six types of MCQs. The difference was observed in the type of MCQ formats preferred and the risk aversion pattern between the two genders. CONCLUSION: To affirm the gender neutrality and fairness of MCQ-based examinations, all the formats of MCQs must be administered in MCQ-based assessments.

Keywords

• biochemistry assessment
• difficulty index
• gender difference
• risk-taking aptitude