Assessing Higher Order Thinking Skills in Undergraduates Pathology: The Great Debate between Long Answer Questions and Multiple Choice Questions

Abstract

Abstract The field of pathology plays a crucial role in understanding diseases and their mechanisms, making it an essential subject in undergraduate (UG) medical education. The assessment of higher-order thinking skills becomes paramount as educators strive to nurture well-rounded medical professionals. In this article, we explore the strengths and weaknesses of each method to determine which method is more suitable for evaluating higher order thinking skills in the undergraduate pathology curriculum. The study included all UG students of 2nd Professional, undergoing CBME and appearing in the subject of Pathology. The students were subjected to a write Laq question on general pathology topics after each lecture of must know category and high ordered thinking skills before 1st PCT theory exam. MCQs systemic pathology topics after each lecture of must know category and high ordered thinking skills before 2nd PCT theory exam. MCQS assessment methods demonstrated their merit in improving students' performance in the 2nd PCT theory exam. Moreover, the analysis of student feedback indicated a positive response to Multiple Choice Questions (MCQs). Based on the positive student feedback and significant improvement in their performance, educators should consider incorporating an approach to MCQ in the curriculum to foster comprehensive learning outcomes in pathology.