ONTOLOGY-BASED GENERATION OF MULTILINGUAL QUESTIONS FOR ASSESSMENT IN MEDICAL EDUCATION

Maja Radović, Nenad Petrović, Milorad Tošić

DOI Number
https://doi.org/10.22190/JTESAP2001001R
First page
001
Last page
015

Abstract


The requirements of state-of-the-art curricula and teaching processes in medical education have brought both new and improved the existing assessment methods. Recently, several promising methods have emerged, among them the Comprehensive Integrative Puzzle (CIP), which shows great potential. However, the construction of such questions requires high efforts of a team of experts and is time-consuming. Furthermore, despite the fact that English language is accepted as an international language, for educational purposes there is also a need for representing data and knowledge in native language. In this paper, we present an approach for automatic generation of CIP assessment questions based on using ontologies for knowledge representation. In this way, it is possible to provide multilingual support in the teaching and learning process because the same ontological concept can be applied to corresponding language expressions in different languages. The proposed approach shows promising results indicated by dramatic speeding up of construction of CIP questions compared to manual methods. The presented results represent a strong indication that adoption of ontologies for knowledge representation may enable scalability in multilingual domain-specific education regardless of the language used. High level of automation in the assessment process proven on the CIP method in medical education as one of the most challenging domains, promises high potential for new innovative teaching methodologies in other educational domains as well.

Keywords

medical education, assessment, multilingual teaching, ontology, artificial intelligence, comprehensive integrative puzzle

Full Text:

PDF

References


Abbas, M. A., Berio, G. (2013). Creating Ontologies Using Ontology Mappings: Compatible and Incompatible Ontology Mappings. 2013 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT), pp. 143-146. https://doi.org/10.1109/wi-iat.2013.169

Alatrish, E. S., Tošić D., Milenković, N. (2014). Building ontologies for different natural languages Computer Science and Information Systems 11(2), pp. 623-644.

Bakić-Mirić N. (2013). The importance of teaching cultural competence in Serbian medical schools – a conceptual framework the journal of teaching English for specific and academic purposes vol. 1, no 1, 2013, pp. 45-52

Barrasa, J., Corcjo, O., Gomez-Perez, A. (2004). R2O, an Extensible and Semantically based Database-to-Ontology Mapping Language, Proceedings of the 2nd Workshop on Semantic Web and Databases (SWDB2004), pp. 1-17.

Basim M. Abubaker Faraj. (2015). English for medical education in EFL context. The journal of teaching English for specific and academic purposes

Vol. 3, No 1, 2015, pp. 121148

Ber, R. (2003). The CIP (comprehensive integrative puzzle) assessment method. Medical Teacher, 25(2), 171–176. https://doi.org/10.1080/0142159031000092571

Berners-Lee, T., Hendler, J., & Lassila, O. (2001). The semantic web will enable machines to comprehend semantic documents, Scientific American: Feature Article: The Semantic Web), 1–5.

Bizer, C., Heath, T., & Berners-Lee, T. (2009). Linked data - The story so far. International Journal on Semantic Web & Information Systems - Special Issue on Linked Data, 1–22.

Bülbül, Z., Nur Çetinkaya, A., Buse Arıcı, F. (2020). Google Translate and Yandex Translate’s Differences in Naturalness, Clarity, and Accuracy: A Comparison Study on Machine Translation (preprint), available at: https://www.researchgate.net/publication/339029502_Google_Translate_and_Yandex_Translate%27s_Differences_in_Naturalness_Clarity_and_Accuracy_A_Comparison_Study_on_Machine_Translation.

Capaldi V.F, Durning S.J, Pangaro L.N., Ber R. (2015). The Clinical Integrative Puzzle for Teaching and Assessing Clinical Reasoning: Preliminary Feasibility, Reliability, and Validity Evidence, Military Medicine, Volume 180, Issue suppl_4, 1 pp. 54–60, https://doi.org/10.7205/MILMED-D-14-00564

Çelik H. (2017). Perceived language needs of undergraduate medical students enrolled in a consecutively running ESP course. The journal of teaching English for specific and academic purposes vol. 5, no 2, pp. 209218

Cubric, M., & Tosic, M. (2011). Towards automatic generation of e-assessment using semantic web technologies. International Journal of E-Assessment,7(1)

Dahm M. (2011). Exploring perception and use of everyday language and medical terminology among international medical graduates in a medical ESP course in Australia. English for Specific Purposes 30. pp: 186–197 http://dx.doi.org/10.1016/j.esp.2011.02.004

Farouk, M., Ishizuka, M. (2012). An extensible approach for mapping relational DB to RDF. 2012 Japan-Egypt Conference on Electronics, Communications and Computers, pp. 163-167. https://doi.org/10.1109/jec-ecc.2012.6186976

Flores-Mateo G; Argimon JM (2007). "Evidence based practice in postgraduate healthcare education: A systematic review". BMC Health Serv Res 7: 119. doi:10.1186/1472-6963-7-119.

Gan, M., Dou, X., & Jiang, R. (2013). From ontology to semantic similarity: Calculation of ontology-based semantic similarity. The Scientific World Journal, 2013, 793091. https://doi.org/10.1155/2013/793091

Gladun, A., Rogushina, J., García-Sanchez, F., Martínez-Béjar, R., & Fernández-Breis, J.T. (2009). An application of intelligent techniques and semantic web technologies in e-learning environments. Expert Systems with Applications, 36(2 PART 1), 1922–1931. https://doi.org/10.1016/j.eswa.2007.12.019

Guarino, N. (1998). Formal ontology and information systems. International Journal of Human-Computer Studies - Special Issue: The Role of Formal Ontology in the Information Technology, (June), 3–15.

Hoekje B. (2007). Medical discourse and ESP courses for international medical graduates (IMGs). English for Specific Purposes 26 pp. 327–343 https://doi:10.1016/j.esp.2006.09.002

Howley, L. D. (2004). Performance assessment in medical education: Where we’ve been and where we’re going. Evaluation and the Health Professions, 27(3), 285–303. https://doi.org/10.1177/0163278704267044

Ivanova, T. (2019). E-Learning resource reuse, based on bilingual ontology annotation and ontology mapping. International Journal of Advanced Computer Research, Vol 9(45) ISSN (Print): 2249-7277 ISSN (Online): 2277-7970 pp. 351-364. http://dx.doi.org/10.19101/IJACR.2019.940101

Ivanova, T. (2019). A bilingual ontology mapping and enrichment approach for domain ontologies in e-learning. Proceedings of the 20th International Conference on Computer Systems and Technologies - CompSysTech ’19, pp. 284-291. https://doi.org/10.1145/3345252.3345257

Jain, V., Prasad, S. V. A. V. (2014). Mapping Between RDBMS And Ontology: A Review, International Journal of Scientific & Technology Research, vol. 3 issue 11, pp. 307-313.

Jalali, V., Bagheri, A. (2007). Semi-Automated Mapping from RDB to Ontology. Proceedings of the 3rd International Conference on Information & Knowledge Technology, pp. 1-4.

Jelenkovic, F., & Tosic, M. (2013, May). Semantic multiple-choice question generation and concept-based assessment. The First International Conference on Teaching English for Specific Purposes, Nis, Serbia (pp.1-11)

Lee, W., Shah, N., Sundlass, K., & Musen, M. (2008, November). Comparison of ontology-based semantic-similarity measures. AMIA Annual Symposium Proceedings, 384–388.

Norcini J., McKinley D. (2007). Assessment methods in medical education. Teaching and Teacher Education, Volume 23, Issue 3, pp. 239–250. ISSN-0742-051X

Radovic, M., Tosic, M., & Milosevic, D. (2017, September). An ontology based approach to assessment in medical education, Eighth International Conference on eLearning 2017, Belgrade, Serbia (pp. 28–29).

Radovic, M., Tosic, M., Milosevic, D., & Jankovic, D. (2018). OntoCIP - An ontology of comprehensive integrative puzzle assessment method suitable for automatic question generation. Advances in Intelligent Systems and Computing, 716(September 2017), 394–399. https://doi.org/10.1007/978-3-319-73204-6_44

Romero-Tris, C., Riaño, D., & Real, F. (2011). Ontology-Based Retrospective and Prospective Diagnosis and Medical Knowledge Personalization. Lecture Notes in Computer Science, 1–15. doi:10.1007/978-3-642-18050-7_1

Teodorczuk, A., Yardley, S., Patel, R., Rogers, G. D., Billett, S., & Worley, P. (2017). Medical education research should extend further into clinical practice, Med Educ, 51(11), 1098-1100. https://doi.org/10.1111/medu.13459

Tosic, M., Seskar, I., Jelenkoivc, F. (2012). TaaSOR – Testbed-as-a-Service Ontology Repository. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol. 44, pp. 419-420.

Trojahn C., Quaresma, P., Vieira, R. (2008). A Framework for Multilingual Ontology Mapping. Proceedings of the International Conference on Language Resources and Evaluation, LREC 2008, pp. 1034-1037.

Van Bruggen, L., Manrique-van Woudenbergh, M., Spierenburg, E., & Vos, J. (2012). Preferred question types for computer-based assessment of clinical reasoning: A literature study. Perspectives on Medical Education, 1(4), 162–171. https://doi.org/10.1007/s40037-012-0024-1

Vinu, E. V., Alsubait, T., & Kumar, P. S. (2016). Modeling of item-difficulty for ontology-based MCQs. CoRR, abs/1607.00869. Retrieved from http://arxiv.org/abs/1607.00869

Vinu, E. V., & Kumar, P. S. (2015). Automated generation of assessment tests from domain ontologies. Semantic Web, 8(6), 1023–1047. https://doi.org/10.3233/SW-170252

Wette, R., Hawken, S. J. (2016). Measuring gains in an EMP course and the perspectives of language and medical educators as assessors. English for Specific Purposes, 42, 38–49. doi:10.1016/j.esp.2015.11.002

Yeoh K. G. (2019). The future of medical education. Singapore medical journal, 60(1), 3–8. https://doi.org/10.11622/smedj.2019003

Yurchuk V., Lakhno A., Yurchuk V., Petrova E., Nosova L. (2015). Foreign language teaching based on organizing practice-oriented communication in the classroom (from the experience of teaching medical English). The journal of teaching English for specific and academic purposes vol. 3, no 1, pp. 7783




DOI: https://doi.org/10.22190/JTESAP2001001R

Refbacks

  • There are currently no refbacks.


ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)