Abstract
Faculty development programs have positive outcomes if they align with organizational needs, are based on a theoretical framework, target inter-professional learning and use multiple teaching strategies with contextual engagement of participants. This study evaluates impact of a focused training on learning of item writing skills in three steps. In step 1, participants submitted five multiple-choice questions (MCQs) each. For the step 2, a six-hour workshop on writing single best MCQs with peer and faculty feedback was conducted. Four courses followed with a special focus on blueprinting. An assignment on writing 10 single best MCQs was given as part of course on assessment and faculty gave individual feedback to participants. Finally, for the step 3, five MCQs per student were submitted as final exam. All the MCQs were evaluated on a validated checklist and scores were compared. The Friedman ANOVA test results showed a statistically significant difference across the three time points with a value of test statistics χ2 (2, n = 600 = 955.86, P < 0.05). The Wilcoxon signed rank test showed statistically significant differences between all steps, supporting the finding of an improvement trend in the scores across all steps. Step 3 had highest value of mean ranks (20.24 ± 0.05) and a higher median score (Md = 21). Bonferroni correction showed that significance threshold to 0.0167, all three comparisons are still statistically significant. Contextual engagement of participants through a faculty development program, incorporating varied teaching techniques, practice and prompt feedback and peer review improves participants’ MCQ writing skills.
Presenters
Rukhsana AyubProfessor/ Assistant Dean of Assessment, Health Professions Education, National University of Medical Sciences, Punjab, Pakistan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
FACULTY DEVELOPMENT PROGRAM, MCQ WRITING SKILL, HIGHER COGNITIVE SKILLS
