We at our department have been executing MCQ based internal exams for

We at our department have been executing mcq based

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We at our department have been executing MCQ based internal exams for undergraduate medical students but faculty members are not trained either in item writing or item analysis. Hence this study was undertaken with the aim of creating valid MCQs bank with the faculty development and the objectives to be achieved were assessment of the impact of FDP and overall satisfaction of the participants. This was the first effort of this kind at our institute. Methodology The study was approved by Ethical committee of the institution. The aim was to assess the impact of training on developing high quality single best MCQs and on the process of item analysis. The target population was eleven faculty members of department of Pharmacology. The secondary purpose was to evaluate the perception on these training workshops. We made use of Kirkpatrick’s level of evaluation which comprised of four levels: the trainee’s reaction or level of satisfaction with the workshop ( level 1), their learning (level 2), their behavior change (level 3) and long term impact of workshop (level 4) (10). Study design This was a quasi experimental, pre-post test design, interventional study. Preceding to the set up of study the validated faculty satisfaction questionnaire were developed (alpha =0.7196) as per AIMME (11). Eight pre and post short answer questions were developed Introduction Multiple-choice questions (MCQs) are one of the popular and accepted means of evaluation in medical education. MCQ test items are advantageous as they can cover wider section of lessons and scrutinize large numbers of students in lesser time simultaneously. The tests can be employed for both paradigms of assessment (formative and summative). Colleges are incorporating MCQs tests in their examinations as there is rising trend of adopting MCQs for postgraduate medical entrance examinations. Its acceptance is based on its objectivity, feasibility, high internal consistency and accuracy. Good quality MCQs compel students to apply advanced level of cognitive processing rather recalling the solitary information (1). Numerous studies have reported that the quality of MCQ test items that medical institutes built are often of poor quality (2). Creating good MCQs are time consuming, challenging and difficult to construct but are effortlessly and consistently scored (3). Characteristics of good quality MCQs are mentioned in terms of item, the stem, and the distractors. MCQs having imperfect stem and unconvincing distractors hinder accurate assessment (4). Item analysis provides quantitative data at the item- level through knowledge about item statistics and is used extensively to improve test value (5). Difficulty index or facility value (Df I), Discrimination index (DI) and distractor (DE) are the foremost item statistics relevant for estimating the quality of MCQs (6) Abundance of MCQ books of diverse subjects are existing in the market. Many of us either built up test items by ourselves or trusted on questions specified in these books. Nonetheless Shah et al (7)
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