Background and Objective: Multiple-choice questions (MCQs) are a frequently used method of assessment in medical education. MCQs have to be well-constructed and have minimal flaws to achieve higher reliability and validity. Developing high quality MCQs is difficult but formal faculty training has found to have a positive impact on MCQ writing skills and quality. The purpose of the study was to assess the effect of a one-day training session on the quality of MCQs and the change in faculty's self-rating of their competency in MCQ construction.Methods: This was a quasi-experimental study. A targeted workshop was conducted to train 17 faculty members in item writing skills and to improve the quality of existing item bank. Training was provided on the process of developing high quality assessment items and methods to avoid item flaws. Analysis of 48 MCQs from the existing MCQ bank was done for critique and improvement in quality. The MCQs were analyzed for level and type of questions and presence of item writing flaws. Faculty self-rating of their competency before and after the workshop session was also collected. Wilcoxon rank sum test was used to determine any change in the pre and post workshop quality of MCQs. Paired t-test was applied to analyze change in participants' perception of their competency before and after the workshop session.Results: Analysis showed that after the workshop, the number of MCQs testing recall reduced significantly (N 42, 30, P ≤ 0.05). Similarly, questions testing application of knowledge improved significantly (N 6, 17, P ≤ 0.05). Analysis of faculty's self-rating of "change in competency" showed a significant improvement (P = 0.00) in their ability to improve the stem, lead-in and options list with appropriate and logically sequenced distractors. Conclusion:Targeted faculty development workshops improve the quality of MCQs construction. These trainings should be well structured and conducted on regular basis for better outcome.
Objective:To identify the perceptions of the faculty about their current level of pedagogical skills and their desire to improve these skills in future.Methods:This cross-sectional study was conducted at two medical colleges of Dow University of Health Sciences, Karachi from March 1, 2015 to April 30, 2015. A re-validated questionnaire was used comprising three parts; 1) Demographic details, 2) Fifteen educational domains each having 2 statements, first indicating minimum knowledge of domain and second showing maximum. Each statement had two 9-point anchored scales, first indicating current knowledge and second, desired knowledge of the faculty. 3) Factors which are important considerations for attending educational workshops. The data was analyzed by statistical software SPSS 17.Results:The response rate was 54%. The mean age of faculty was 43.42 ± 8.41, largest proportion being assistant professors (85; 47%). For all educational domains, faculty perceived their knowledge to be moderately high (Mean = 5.9 +/- 1.8 to 6.8 +/- 1.7 and Median: 6 to 7). However, they desired to improve their pedagogical skills further in all domains (Mean = 8.2 +/- 1.1 to 8.4 +/- 1.1, Median: 9), p-values < 0.001. Nearly 95% teachers are willing to attend faculty development workshops.Conclusion:Our faculty perceives their current pedagogical skills to be moderately high. However, they would like to improve these skills to a higher level in all educational domains.
Objectives: To share the experience of study skill module development and implementation for first year MBBS students at Liaquat National Hospital and Medical College (LNH&MC). To compare the change in students’ self- assessment of their knowledge of study skills before and after the course. Methods: This quasi-experimental study was conducted from November 2019 to April 2020. A structured study skills course was offered to 100 first year MBBS students of Liaquat National Hospital & Medical College, Karachi. Steps involved in the development included identification of outcomes, instructional objectives, content and instructional strategies. Students were given two questionnaires. In the first questionnaire, students rated their interest in implementing the learning techniques learnt. In the second questionnaire, students rated their level of knowledge of effective study skills before and after the course. Analysis included computing percentages for students’ preferred study skill technique. Change in knowledge was assessed by comparing retrospective pre-post self-rating using Wilcoxon Signed Ranks Test (two-tailed). Results: Analysis of survey forms showed that more than 50% of the students were willing to implement active listening techniques, metacognitive note taking and writing reflections in their future study practice.There was also a statistically significant change in students’ self-rating of their knowledge about study skills (pre-test median 3, post-test median 4, p0.00). Conclusion: This study provides an insight of structured study skills course development and implementation in early medical college studies that could help them in combating academic stress. In addition, students’ response about their preferred technique and their feedback comparison concluded their positive attitude towards the course. doi: https://doi.org/10.12669/pjms.37.1.2772 How to cite this:Ali S, Tabassum A, Hashmi MSS, Huda N. A study skills course for First-Year Medical Students: Experience of a Private Medical School in Pakistan. Pak J Med Sci. 2021;37(1):65-70. doi: https://doi.org/10.12669/pjms.37.1.2772 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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