Limitations
One limitation of the study is the smaller sample
size. Another limitation is that the FDP was focussed
mainly on MCQs, so future workshop is required for
other assessment tools. Internal consistency was
also not calculated. Moreover, long term impact (level
4) of FDP was not assessed.
Conclusion
FDP had significantly improved faculty’s competence
to develop valid MCQs. Kirkpatrick’s model of
evaluation provided an effective framework for the FDP.
However further research is required to interpret long
term impact of the program.
References
1.
Kolte V. Item analysis of multiple choice questions in
physiology examination.
IJBAMR
2015; 4: 320–326.
2.
Jozefowicz RF, Koeppen BM, Case S, Galbraith R,
Swanson D, Glew RH. The quality of in-house medical
school examinations.
Acad Med
2002; 77: 156–161.
3.
Cronbach LJ, Shavelson RJ. My current thoughts on
coefficient alpha and successor procedures.
Educ Psycol
Meas
2004; 64: 391–418.

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