Evaluation of One-Day Multiple-Choice Question Workshop for Anesthesiology Faculty Members

Abstract

Background: Multiple-choice questions (MCQs) are used commonly to evaluate medical health students. Most novice educators tend to create poor quality, flawed, and low-cognitive-level questions. Therefore, there is a need for educating the assessors to maximize the quality of MCQs and evaluations. Objectives: The current study aimed to evaluate the effect of a one-day MCQ workshop on anesthesiology faculty members. Methods: Faculty members were invited to participate in a four-hour, one-day MCQ workshop. At the beginning of the workshop, the participants were questioned about their knowledge about MCQ quality indexes and also were asked about MCQ general principles (pre-test). Participants were again asked about the questions which they had in the pre-test as their post-test and were questioned about their expectations and the influence of this workshop. Results: The participants declared that their expectations were fulfilled (9.4 ± 0.6 out of 10), and the course was applicable (9.7 ± 0.7 out of 10). Before the workshop, only 12.5% of the participants know MCQ indicators. This rate increased to 41% after the workshop (P < 0.05). Also, they were questioned about Millman’s checklist for the MCQ examination. Participants’ correct answers were increased from 2.75 to 3.05 out of four (P < 0.05). Conclusions: Although previous participation in MCQ training courses did not demonstrate an increase in knowledge and attitude, it could be theorized that short-term repetition would yield better results.

Feedback of the faculty participants on training workshop on developing multiple choice questions

“…Ali et al 12 documented good to excellent rating of the participants on the knowledge gained and understanding of the content of the workshop in their study. Sezari et al 13 documented in their study reported that one-day short workshop on MCQs as a faculty development program improves capacities of the faculty members revealed by the participants. Participants reported a significant improvement in item writing skills and ability to identify flawed items immediately after participation in training workshop mentioned by Beg et al 2 in their study.…”

Role of Faculty Development Workshop for Improving MCQS Quality in Basic Medical Sciences

“…10 Feedback taken immediately after another one day workshop showed that participants found the workshop to be practical and their expectations regarding MCQ development were met through this workshop. 16…”

Residency Education Reform Program in Department of Anesthesiology and Critical Care: An Academic Reform Model

“…Especially, considering the persistent analysis and standard direct perpetual feedbacks to the trainees followed by the assessment process, complementary results demonstrated the unignorable role for developing a scientific approach to formative and summative assessment of clinical anesthesiology residents (CAs), including training workshops, which were held by the DACC for faculty members (26-28, 50, 51). Various assessment methods were applied with their specific applications; however, they are not limited to the following methods (24,26,28,29 The results of our study regarding resident support and mentorship programs led to objective improvements in the performance of anesthesiology residents; however, these objective improvements in the residents' outcome were recorded after junior faculty members passed the Faculty Development programs (FDP), including trainee support techniques (26,27). This finding was in concordance with the majority of findings in great academic centers (53,54).…”

“…Education Indices: Teaching method (23-25); Passing comprehensive exams (23,(26)(27)(28)(29); Mentorship (26,27); Assessment methods (24,28,29); Faculty development (30,31); Professionalism in medical education (28,32); Integration in education (31,(33)(34)(35); Crisis management (32); Competency-based medical education (study in progress).…”