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Faculty perceptions on one-best MCQ development.

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This summary is machine-generated.

Faculty are motivated to write high-quality multiple-choice questions (MCQs). Continued institutional support can enhance faculty engagement in developing these essential assessment tools.

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Area of Science:

  • Medical Education
  • Assessment in Health Professions Education

Background:

  • High-quality one-best multiple-choice questions (MCQs) are crucial for assessing medical and dental students.
  • Faculty perception of readiness, attitude, and institutional support influences MCQ development.

Purpose of the Study:

  • To assess faculty perceptions of readiness, attitude, and institutional support for developing high-quality one-best MCQs in undergraduate medical and dental programs.
  • To identify factors influencing faculty engagement in MCQ item development.

Main Methods:

  • A validated questionnaire using a 5-point Likert scale and multiple-choice options was administered to faculty.
  • Data analysis involved independent and paired samples t-tests using SPSS version 25.0.
  • Scores for Readiness, Attitude, and Institutional Support were categorized and compared with demographic characteristics.

Main Results:

  • Faculty reported higher mean scores for Institutional Support (14.45) compared to Readiness (13.39) and Attitude (12.54).
  • Faculty found MCQ writing workshops effective but struggled with scenario and option formulation.
  • No significant association was found between scores and demographic variables; however, faculty desired protected time for item development.

Conclusions:

  • Faculty are motivated and committed to developing high-quality one-best MCQs.
  • Enhanced institutional support is essential to further engage faculty in MCQ item writing.
  • Addressing faculty needs for protected time can improve the quality and quantity of MCQ development.