Stepping up of MCQs’ quality through a multi-stage reviewing process

Khafagy, Ghada M.; Ahmed, Marwa Mostafa; Saad, Nagwa Eid Sobhy

doi:10.1080/14739879.2016.1194363

Cited by 4 publications

(6 citation statements)

References 8 publications

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“…Although, the MCQ items at K2 level are always better, more valid and capable of discriminating the good students from the poor once [ 48 ]. A high percentage of modestly difficult items in a test have better discriminating ability [ 49 , 50 ]. The IWFs generally violate the standard item-writing guidelines that affect the students’ performance and make the MCQ items either very easy or sometimes even more difficult [ 14 ].…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of longitudinal faculty development programs on MCQs items writing skills: A follow-up study

et al. 2017

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This study examines the long-term impact of the faculty development programs on the multiple choice question (MCQ) items’ quality leading to study its effect on the students’ overall competency level during their yearly academic assessment. A series of longitudinal highly constructed faculty development workshops were conducted to improve the quality of the MCQs items writing skills. A total of 2207 MCQs were constructed by 58 participants for the assessment of 882 students’ cognitive competency level during the academic years 2012–2015. The MCQs were analyzed for the difficulty index (P-value), discriminating index (DI), presence/absence of item writing flaws (IWFs), and non-functioning distractors (NFDs), Bloom’s taxonomy cognitive levels, test reliability, and the rate of students’ scoring. Significant improvement in the difficulty index and DI were noticed during each successive academic year. Easy and poor discriminating questions, NFDs and IWFs were decreased significantly, whereas distractor efficiency (DE) mean score and high cognitive level (K2) questions were increased substantially during the each successive academic year. Improved MCQs’ quality leaded to increased competency level of the borderline students. Overall, the longitudinal faculty development workshops help in improving the quality of the MCQs items writing skills of the faculty that leads to students’ high competency levels.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of longitudinal faculty development programs on MCQs items writing skills: A follow-up study

et al. 2017

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“…In this context, students who were psychologically prepared demonstrated a high caliber of cadaveric dissection. This was reflected in their enhanced LG, the most tangible and reliable indicator of student learning (Khafagy et al, 2016; Fleagle et al, 2018). In contrast, the students in cohorts 1 and 2 displayed an inferior quality of cadaver dissection and their scores in the written examinations only improved toward the end of the course.…”

Section: Discussionmentioning

confidence: 99%

“…The practical examinations were organized according to the traditional bellringer format in which students were required to identify anatomical structures only by observation (Daly, 2010). Students were allowed one minute for identification of each structure, and thereby avoided cueing since it required the active recall of knowledge (Khafagy et al, 2016; Chida et al, 2018). In alignment with the requirements of the occupational therapy curriculum, students were only required to identify muscles, ligaments, arteries, veins, and nerves.…”

Section: Methodsmentioning

confidence: 99%

“…The aim of the MCQ examinations was to have an overall P ‐value of item difficulty above 0.62 which is considered appropriate for four‐response MCQs (Haladyna et al, 2010; Noller et al, 2017). A P ‐value of 1.0 was desired for MCQs and practical examinations where it was critical for students to know the correct answer, since they appeared frequently in the workplace (Thompson & O'Loughlin, 2015; Khafagy et al, 2016). The examinations were also designed to have an appropriate Point Biserial Index (PBI) of 0.4–0.7 to enable accurate item discrimination.…”

Section: Methodsmentioning

confidence: 99%

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An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students

Chaudhuri

2021

Anatomical Sciences Ed

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The study of human anatomy holds a pivotal position in the training of all healthcare students (Dissabandara et al., 2015;Heinen et al., 2017;Chang et al., 2018). In this context, human cadaveric dissection is an indispensable teaching tool that offers the unique opportunity for the elucidation of the complex structure of the human body. It also encourages an appreciation of the inevitable anatomical variations of the human body (Andall et al., 2016;Kunanitthaworn et al., 2018;Selcuk et al., 2019). Furthermore, cadaveric dissection has also been reported to improve dexterity and skills in peer collab-

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“…From a psychometric viewpoint, the MCQs and bellringer examinations administered to all three cohorts of students had acceptable point biserial values which are a reflection of the validity (Pelaccia & Viau, 2017; Wells & Cartwright‐Hatton, 2004) and reliability (Noller, Mai, Zapanta, & Camacho, 2017; Shigli et al, 2011) of the individual examinations. The KR‐20 values of the MCQs were also high, indicating the likelihood of obtaining similar results if the examination was readministered to another group of similar students (Khafagy, Ahmed, & Saad, 2016; Powis, 2015). Therefore, the MCQ and bellringer examination scores allowed for a reliable comparison of the learning outcomes of these students.…”

Section: Methodsmentioning

confidence: 99%

Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

Chaudhuri

2020

Clinical Anatomy

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The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.

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Stepping up of MCQs’ quality through a multi-stage reviewing process

Abstract: Revision of well-constructed MCQs on a regular basis, and in a structured manner, improved the quality of the MCQs and consequently improved the validity of the examination.

Cited by 4 publications

References 8 publications

Effectiveness of longitudinal faculty development programs on MCQs items writing skills: A follow-up study

Effectiveness of longitudinal faculty development programs on MCQs items writing skills: A follow-up study

An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students

Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

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