Evaluation of pre and postlecture multiple-choice question scores for assessing cognitive domain among 2nd-year undergraduate medical students

CONTENT: Didactic lecture is the most common teaching–learning method with minimum analytical and evaluative power. Multiple-choice questions (MCQs) can be used as a check on learning, break monotony, and detect gaps in understanding. AIMS: The aim of this study was to assess the cognitive domain by evaluating pre- and postlecture MCQ scores among 2 nd -year undergraduate medical students. SETTINGS AND DESIGN: This cross-sectional study was done in Goa Medical College. SUBJECTS AND METHODS: One hundred and fifty 2 nd -year undergraduate medical students were randomly selected based on computer computer-generated random number without replacement on a Microsoft Excel sheet. Pretest was administered to the students on a topic in pharmacology followed by a lecture on the same topic. Posttest was given at the end of the lecture. Scores of pre- and postlecture MCQs were tabulated. STATISTICAL ANALYSIS: Data was entered in a Microsoft Excel sheet and analyzed using a student paired t -test. The results were expressed in tables and a chart. RESULTS: A total of 150 students participated in the pre- and posttest, of which 84 were female and 66 were male. The mean and standard deviation were compared for pre- and posttest. Marks obtained were calculated and tabulated as mean scores which showed a highly significant improvement in the posttest where majority of the students scored better as compared to pretest. The results were compared using a paired t -test which was highly significant ( P < 0.001). CONCLUSIONS: Lecture followed by MCQs is an effective teaching–learning method which significantly enhanced students’ cognition.