Initial pooled analysis shows no statistically significant difference between VSAQ and MCQ scores but with extreme heterogeneity¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The initial pooled analysis of six cohorts found no statistically significant difference in student performance between VSAQs and MCQs (SMD = -0.52), with extreme heterogeneity (I2 = 98%). → Sher Ali 2026

Evidence¶

Sher Ali 2026¶

Sher Ali, Arshad Muhammad Moin Ud Din, Abbas Mesum, Asghar Abdul Hannan, Khan Anees Hussain, Ali Junaid, Yaqoob Muhammad Ibrahim, Alam Rana Aftab, Akram Muhammad Bilal, Masood Muhammad Abdullah, Thakur Amit Kumar. (2026). Very short answer questions vs. multiple choice questions in health professions education: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-026-09359-5

q3 · i? · quant-synthesis · r2

Meta-analysis of six cohorts from three studies (Total No = 1,191) pooling standardized mean differences with a random-effects model. The pooled SMD was -0.52 with a 95% CI of [-1.34, 0.30] and "extreme heterogeneity (I2 = 98%)".

"The initial pooled analysis revealed no statistically significant difference in students’ performance between VSAQ and MCQ scores (SMD = -0.52; 95% CI [-1.34, 0.30]; p = 0.22). However, this analysis suffered from extreme heterogeneity (I2 = 98%, p < 0.00001)"

Discussion¶

Related Claims¶

• After excluding the Dhok et al. (2023) outlier, students score significantly lower on VSAQs than MCQs — related
• Flipped classrooms are associated with improved self-directed learning ability in medical education (pooled SMD = 2.54), but extreme heterogeneity precludes interpreting this as a uniform effect — related
• VSAQ assessments demonstrate strong discriminatory power between high- and low-performing students — related