Motivations of assessment item writers in medical programs: a qualitative study

Nurturing Untapped Integration Expertise of MS4 Assessment Writers

Creating original, integrated multiple-choice questions (MCQs) is time-consuming and onerous for basic science and clinical faculty. We demonstrate that medical students are co-experts to overcome assessment challenges of the faculty. We recruited, trained, and motivated medical students to write 10,000 high-quality MCQs for use in the foundational courses of medical education. These students were ideal because they possessed integrated knowledge (basic sciences and clinical experience). We taught them how to write high-quality MCQs using a writing template and continuous monitoring and support by an item bank curator. The students themselves also benefitted personally and pedagogically from the experience.

Faculty perceptions on one-best MCQ development

OBJECTIVE

The aim of this study was to determine the perception of faculty of undergraduate medical and dental programmes in various private and public sector institutes regarding their Readiness, Attitude and Institutional support for developing high-quality one-best MCQs.

METHODS

A validated questionnaire was designed for recording demographic data and responses related to Readiness, Attitude and Institutional support based on 5-point Likert scale and multiple options. Scores for items on Likert scale were categorised (Readiness: poor 0-12, good 13-24, Attitude: negative 0-12, positive 13-24, Institutional support: no support 0-12, highly supportive 13-24). The individual and overall scores related to Readiness, Attitude and Institutional support were compared to demographic characteristics using Independent samples and Paired samples t-test as appropriate. Data was analysed using SPSS version 25.0. P-value of <0.05 (two-sided) was considered significant.

RESULTS

With a response rate of 87.5%, the mean scores for Institutional support were higher (14.45 ± 4.73) compared to those for Readiness (13.39 ± 4.51) and Attitude (12.54 ± 4.59). Responses to multiple choice items revealed that faculty considered MCQ writing workshops to be effective while facing most difficulty in formulating scenario and homogenous options. Most faculty reported no commitment issues but desired on-job protected time for item development. No significant association was found between the scores and age group, gender, qualification, institute type, department and designation of participants.

CONCLUSION

Overall, the faculty were found to be motivated and committed to developing high-quality one-best MCQs. With continued institutional support, faculty can be expected to further engage in writing such items.