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Faculty development on item writing substantially improves item quality.
Naghma Naeem1, Cees van der Vleuten, Eiad Abdelmohsen Alfaris
1King Saud University Chair for Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University, Kingdom of Saudi Arabia. naghma.naeem@gmail.com
Advances in Health Sciences Education : Theory and Practice
|August 13, 2011
Summary
Faculty development programs significantly improve the quality of medical education assessment items. Training enhances faculty skills in creating better Multiple Choice Questions, Short Answer Questions, and Objective Structured Clinical Examinations.
Area of Science:
- Medical Education
- Assessment and Evaluation
Background:
- The quality of in-house examinations in medical schools is a persistent concern.
- Faculty development programs aim to enhance faculty item writing skills.
Purpose of the Study:
- To evaluate the effectiveness of a faculty development program focused on item development.
- To objectively assess improvements in faculty competence in creating high-quality test items.
Main Methods:
- A quasi-experimental study utilizing a pretest-midtest-posttest design.
- Inclusion of 51 faculty members in a convenience sample.
- Application of structured checklists to evaluate test item quality at different study phases.
- Analysis of group scores using repeated measures analysis of variance.
Main Results:
- Significant increases in mean checklist scores for Multiple Choice Questions, Short Answer Questions, and Objective Structured Clinical Examinations from pretest to posttest (p < .0005).
- Large effect sizes observed: 1.38 for Multiple Choice Questions, 3.84 for Short Answer Questions, and 2.20 for Objective Structured Clinical Examinations.
Conclusions:
- Faculty-generated test items often lack quality without targeted development programs.
- Faculty development is crucial and effective in improving the quality of assessment items created by faculty.
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