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Evaluating the effectiveness of 'MCQ development workshop using cognitive model framework: A pre-post study.

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Summary
This summary is machine-generated.

Health educators improved their skills in developing higher-order cognitive multiple-choice questions (MCQs) after a faculty development workshop. Post-workshop tests showed significant learning gains, particularly for junior faculty.

Keywords:
multiple choice questions, faculty development

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Area of Science:

  • Medical Education
  • Assessment Development
  • Cognitive Psychology

Background:

  • Health educators require robust skills in creating assessments.
  • Multiple-choice questions (MCQs) are common assessment tools.
  • Developing MCQs that assess higher cognitive levels is challenging.

Purpose of the Study:

  • To enhance health educators' skills in developing MCQs using a cognitive model framework.
  • To evaluate the effectiveness of a faculty development workshop on MCQ construction.
  • To assess learning gains in participants' ability to create higher-order cognitive MCQs.

Main Methods:

  • A workshop on MCQ development was delivered to health educators.
  • A pre-post study design was employed to assess learning.
  • Participant satisfaction and pre-post test scores were analyzed.
  • Convenience sampling included 16 participants out of 19 attendees.

Main Results:

  • Overall significant improvement in pre-post test scores (p < 0.05).
  • Junior faculty showed significant score increases (p = 0.02) and had lower initial scores than senior faculty (p = 0.001).
  • Participant satisfaction was evaluated, indicating positive reception of the workshop.

Conclusions:

  • Faculty development workshops can effectively enhance skills in creating one-best MCQs aligned with international guidelines.
  • Targeted training is beneficial for improving assessment development capabilities among health educators.
  • The cognitive model framework provides a structured approach to MCQ development for higher cognitive levels.