FOONG Foo Wah* OGASAWARA Hiroyuki, NOGUCHI Ayako, HASAGAWA Keito, MATSUNO Hikari, WAJIMA Rikako
Article first published online: July 26, 2015
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Purpose: We investigated the correlation between written test (WT) and multiple-choice test (MCT) scores of students learning pharmaceutical science English (PSE) for the first time before and after teaching. Methods: Year(Yr)-4 university students (n=93) of either gender in university A listened and answered 12 questions (total score: 12) each in written and multiple choice methods within 15 min. Questions included numerals, units, formulas, chemical compound names, code numbers, etc. Question narrated for WT and MCT demanded listening differentiation of slightly altered answers of the same context. After a 60-min lecture on SE basics, the same 15-min listening test was given to the students again. The pre- versus post-lecture WT and MCT scores were statistically compared using the Wilcoxon signed-rank test. The Spearman’s rank correlation rho method was then employed to elucidate the correlation between the 2 test methods. Results: The post-lecture WT (2.3±1.48) and MCT (8.1±1.89) scores were significantly improved compared with the respective pre-lecture scores of 0.8±0.97 and 5.4±1.79. When the score difference of WT (1.5±1.63) was compared with that of MCT (2.7±2.40) before and after lecture, there was a significant improvement (P<0.001). As for the WT-MCT score difference correlation, WT ability was not analogous to MCT ability (rho=0.233): i.e. the sensitivity of MCT was higher than that of WT (disregarding factors such as spelling, etc.). Discussion: After teaching relevant PSE basics, students improved significantly in WT and MCT scores, suggesting that exposing students to PSE teaching facilitated affirmative PSE acquirement. Additionally, MCT showed higher sensitivity than WT.