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A One-Day Dental Faculty Workshop in Writing Multiple-Choice Questions: An Impact Evaluation
Eiad AlFaris1, Naghma Naeem1, Farhana Irfan2
1Prof. AlFaris is Professor of Family Medicine and supervisor of King Saud University Chair for Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia; Prof. Naeem is Associate Professor and Head of Medical Education Department, Batterjee Medical College, Jeddah, Saudi Arabia; Prof. Irfan is Assistant Professor and Chair of Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia; Prof. Qureshi is Distinguished Professor of Family Medicine, Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia; Prof. Saad is Assistant Professor, Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia; Prof. Al Sadhan is Associate Professor and Head of Oral Medicine and Diagnostic Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia; Prof. Abdulghani is Associate Professor and Head of Assessment and Evaluation Centre, College of Medicine, King Saud University, Riyadh, Saudi Arabia; and Prof. Van der Vleuten is Professor of Education, Scientific Director of School of Health Professions Education, Faculty of Health, Medicine, and Life Sciences, Department of Educational Development and Research, Maastricht University, Netherlands.
A one-day faculty development workshop significantly improved faculty knowledge and multiple-choice question (MCQ) quality. This short training enhanced dental school assessment practices across all four Kirkpatrick levels.
Area of Science:
- Medical Education
- Health Professions Education
- Assessment in Education
Background:
- Traditional long workshops effectively train faculty in exam question writing.
- The impact of shorter, focused faculty development interventions on assessment quality remains less understood.
- Evaluating educational interventions requires a multi-level approach to gauge effectiveness.
Purpose of the Study:
- To assess the impact of a one-day faculty development workshop on multiple-choice question (MCQ) quality.
- To evaluate the workshop's effectiveness using Kirkpatrick's four-level model.
- To determine if a short intervention can improve dental school assessment practices.
Main Methods:
- A seven-hour faculty development workshop on MCQ writing was conducted.
- Kirkpatrick's four-level model was employed, assessing satisfaction, learning, transfer, and institutional impact.
- A quasi-experimental, pretest-posttest design was used to measure knowledge gain.
Main Results:
- High participant satisfaction (Level 1) was reported by all attendees.
- Significant improvements in faculty knowledge (Level 2, ES=0.7) and MCQ quality (Level 3, ES=0.28) were observed.
- Positive institutional changes in the assessment system were identified (Level 4).
Conclusions:
- A one-day faculty development workshop can effectively enhance MCQ quality and faculty knowledge.
- Short, targeted training interventions demonstrate positive outcomes across all levels of evaluation.
- This study supports the efficacy of brief faculty development programs in improving dental education assessment.
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