For interpretation MCQs test paper was administered to second professional MBBS

# For interpretation mcqs test paper was administered

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For interpretation MCQs test paper was administered to second professional M.B.B.S students. Students were divided into two groups. All odd roll numbers are allocated in group A (n=100) and even roll numbers in group B (n=100). Group A was administered 30 MCQs (pre-training) which were submitted by the participants earlier attending workshop .Group B was administered 30 recently framed MCQs (post-training). Each MCQ comprised of a stem and four choices (one key and three distractors) and students were to opt for one best answer from these four alternatives. Each right answer was allotted one mark and no negative marking for incorrect answer. The answer sheets were collected and grouped according to merit in descending order into three groups. The first group was from the top of the merit (high achiever group, 33%) and third group was bottom of the students (low achiever group, 33%,). The middle 33% were excluded and not used in the item analysis. Working Definition formula (i) Difficulty Index (Df I) or facility value (FV) : It is calculated using the formula : FV = (HAG + LAG) × 100 / N HAG = number of students answering the item correctly in the high achiever group, LAG = number of students answering the item correctly in the low achiever group, N = Total number of students (ii) Discrimination index (DI): This index signifies the ability of a question to discriminate between a higher and a lower achiever student. This is calculated by applying the formula: DI = 2 X (HAG - LAG)/N where the symbols HAG, LAG and N represent the same values as mentioned above. In general, the recommended DI value is >0.25

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362 Chandra, Katyal, Chandra, K. Singh, A. Singh and Joshi Indian J Physiol Pharmacol 2018; 62(3) and DI value 0.15-0.25 is acceptable with revision whereas DI value <0.15 is discarded (13). (iii) Distractor efficiency (DE): Non Functional Distractor (NFD) in an item is the choice, other than the key selected by less than 5% of students and functional distractor is the option chosen by 5% or more students. On the basis of number of NFDs in an item, DE ranges from 0 to 100%. If an item contained three or two or one or nil NFDs then DE would be 0, 33.3%, 66.6% and 100% respectively (14). Statistical analysis The data was analyzed in microsoft excel. Chi square and paired t-test were used to evaluate the level of significance. The statistical significance value was specified as p<0.05 all through complete analysis. Cohen’s d test was adopted for calculating effect size to compare scores obtained in pre and post tests and MCQS ratings pre and post- training. Results All the faculties participated the workshop. The FDP was evaluated according to Kirkpatrick’s level of evaluation up to level 3. Level 1 (reaction) : All the participants filled the faculty satisfaction questionairre .On an average all the participants were satisfied (rating 4-5) with the FDP on a Likert’s scale of 1-5. The faculty perception questionnaire and their responses are shown in bar diagram (Fig. 1).
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