Reviewing the results of qualitative and quantitative analysis of MCQs in Introduction to clinical medicine course
Background: At most of the medical universities, MCQ-based examinations are often use as the first component, particularly to ensure the candidates have an adequate knowledge base, prior to entering subsequent clinical examinations. Method: In ICM , 3973 MCQs were collected from tests over a four-y...
| Main Authors: | , |
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| Format: | Article |
| Language: | fas |
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Isfahan University of Medical Sciences, Medical Education Development Center
2011-02-01
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| Series: | مجله ایرانی آموزش در علوم پزشکی |
| Subjects: | |
| Online Access: | http://ijme.mui.ac.ir/article-1-1528-en.pdf |
| Summary: | Background: At most of the medical universities, MCQ-based examinations are often use as the first component, particularly to ensure the candidates have an adequate knowledge base, prior to entering subsequent clinical examinations.
Method: In ICM , 3973 MCQs were collected from tests over a four-year period from 2005 to2009. Questions were evaluated for 10 frequently occurring item writing flows, for cognitive level and for difficulty and discrimination index.
Results: Result show that 66.9% of the questions contained violations of item writing guidelines and79.1% were written at low cognitive levels. MCQs written at a low cognitive level were significantly more likely to contain item writing flows.47.3% of the questions had suitable discrimination index and 28.8% of the questions had suitable difficulty index. While there was no relationship between difficulty index and cognitive level, higher cognitive level and suitable discrimination index had significant relationship.
Discussion: We should think about practically ways for using results of item analysis. Faculty members should be taught designing and using suitable questions and developing MCQs bank. |
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| ISSN: | 1608-9359 1735-8892 |