Background: The widespread use of multiple choice questions (MCQ) in examinations is attributed to its logistical advantage and broad coverage of content within a short duration. The end-of-semester examinations for several modules in the pharmacy programme previously employed a combination of written examination tools including MCQ, short answer questions (SAQ) or essays for assessing learning outcomes in the cognitive domain. Concerns regarding assessment fatigue and subjectivity in marking have led to a review of the assessment formats in the examinations. Various types of MCQ were consequently introduced as the only assessment tool. This study was conducted to evaluate the performance of students in the examinations as a result of the change.
Methodology: Analyses were carried out on the end-ofsemester examination results of two cohorts of students for each module, one based on a combination of MCQ, SAQ or essay and the other based on MCQ alone. The class means were compared, and t-test was used to determine the difference between the performances.
Results: Although the difference in the mean scores of the two groups is statistically significant in 13 of the 20 modules, the difference is less than 5% in 10 modules.
Conclusion: The findings provide evidence that wellconstructed MCQ can effectively assess cognitive skills.
Background: Problem based learning (PBL) is both a constructivist pedagogic philosophy and an
instructional format for promoting contextual, co-operative and self-directed learning; it is traditionally
conducted as face-to-face tutorials. This study explored the utility of the live online chat application
Google Hangouts, which we refer to as LOVE-PBL, for running synchronous PBL tutorials that
included participants in different locations. Method: Data were collected from student participants
using a mixed-methods approach, comprising a self-administered questionnaire and focus groups.
We evaluated student participants’ perceptions of their learning experience and the effectiveness
of online PBL via Google Hangouts. Results: More than 70% of participants agreed that learning
outcomes were met using the Google Hangouts platform, and 50% felt that the ability to record the
sessions was useful for learning and reflection. The major factors for effective online PBL were reliable
internet connectivity, a conducive environment, and technical familiarity with the chat application
and its functionality. Conclusion: Although online discussions do not fully equate to face-to-face
conversations with regard to utility and enjoyment, learning outcomes are not compromised. Online
chat applications thus extend the utility of PBL, and their use adds to the accessibility, flexibility and
convenience that learners expect of higher education in a digital age.