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Faculty development programs improve the quality of Multiple Choice Questions items' writing.

Hamza Mohammad Abdulghani1, Farah Ahmad1, Mohammad Irshad1

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Long term faculty development programs (FDPs) significantly enhance the quality of multiple choice questions (MCQs) writing. Post-training assessments showed improved item difficulty, discrimination, and cognitive levels, with fewer flaws.

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Area of Science:

  • Medical Education
  • Assessment and Evaluation

Background:

  • High-quality assessment tools are crucial for medical education.
  • Faculty development programs (FDPs) are essential for enhancing teaching and assessment skills.
  • The quality of multiple choice questions (MCQs) written by faculty can be variable.

Purpose of the Study:

  • To evaluate the effectiveness of long term faculty development programs (FDPs) in improving the quality of MCQ item writing.
  • To assess changes in MCQ item characteristics after faculty participation in FDPs.

Main Methods:

  • A quasi-experimental study involving newly joined faculty members.
  • Analysis of MCQs for difficulty index, discriminating index, reliability, Bloom's cognitive levels, item writing flaws (IWFs), and non-functioning distractors (NFDs).
  • Pre- and post-training comparisons of MCQ item quality across respiratory, cardiovascular, and renal block courses.

Main Results:

  • Significant improvement in MCQ difficulty index (p = 0.003) and discriminating index (p = 0.132) post-FDP.
  • Increase in MCQs targeting higher cognitive levels of Bloom's taxonomy (p<0.0001).
  • Reduction in item writing flaws (IWFs) and non-functioning distractors (NFDs) (p<0.02).

Conclusions:

  • Long term FDPs are effective in improving the quality of MCQ item writing.
  • Newly joined faculty benefit significantly from active participation in FDPs for assessment development.
  • FDPs contribute to creating more valid and reliable assessment tools in medical education.