Open AccessStudents' responses under “negative pressure” to respiratory questions at the 15th physiology quiz international event: 100 medical school teams from 22 countries
Author(s) -
Hwee Ming Cheng,
See-Ziau Hoe
Publication year - 2017
Publication title -
blde university journal of health sciences/blde university journal of health sciences
Language(s) - English
Resource type - Journals
eISSN - 2468-838X
pISSN - 2456-1975
DOI - 10.4103/bjhs.bjhs_27_17
Subject(s) - test (biology) , medical education , curriculum , physiology , medicine , psychology , mathematics education , pedagogy , biology , paleontology
The annual Inter-medical School Physiology Quiz (IMSPQ) reached a milestone in August 2017 with the participation of 100 university medical schools at the 15th IMSPQ. A total of 440 students from 22 countries competed. The written test on day 1 shortlisted 48 of the 100 teams for the 2nd day oral quiz stimulating sessions, conducted before a live audience. The IMSPQ provides a unique sample of international students, taught under a diverse spectrum of medical curriculums, designed to meet the university and national priorities of the countries. The written test, taken by all 440 students, is a challenging 75-min paper with 100 physiology statements covering all organ systems. Certainty in students' answers was targeted by a true/false response, with no marks for unattempted questions but with a negative mark on incorrect answers. The insights from an analysis of responses to the lung physiology, including cardiorespiratory mechanism, are helpful and enlightening for Physiology teachers. They show common areas of difficulty and imprecise understanding. This brief teaching note will describe and give some comments on the students' respiratory responses under pressure of negative marking