Faculty perceptions on one‐best MCQ development

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 quest...

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Veröffentlicht in:The clinical teacher 2023-02, Vol.20 (1), p.e13529-n/a
Hauptverfasser: Adnan, Samira, Sarfaraz, Shaur, Nisar, Muhammad Kashif, Jouhar, Rizwan
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Educational Measurement
Faculty
Humans
Students
Surveys and Questionnaires
Writing
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container_title The clinical teacher
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creator Adnan, Samira
Sarfaraz, Shaur
Nisar, Muhammad Kashif
Jouhar, Rizwan
description 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
doi_str_mv 10.1111/tct.13529
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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 &lt;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.</description><identifier>ISSN: 1743-4971</identifier><identifier>EISSN: 1743-498X</identifier><identifier>DOI: 10.1111/tct.13529</identifier><identifier>PMID: 36151738</identifier><language>eng</language><publisher>England</publisher><subject>Educational Measurement ; Faculty ; Humans ; Students ; Surveys and Questionnaires ; Writing</subject><ispartof>The clinical teacher, 2023-02, Vol.20 (1), p.e13529-n/a</ispartof><rights>2022 Association for the Study of Medical Education and John Wiley &amp; Sons Ltd.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2559-ae9ff160ca0a5460072356f6a6310a6afae5ddd24958dbb846b983659e5b958c3</citedby><cites>FETCH-LOGICAL-c2559-ae9ff160ca0a5460072356f6a6310a6afae5ddd24958dbb846b983659e5b958c3</cites><orcidid>0000-0001-8728-9107 ; 0000-0001-5994-0900 ; 0000-0002-7866-4339 ; 0000-0001-5901-1482</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Ftct.13529$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Ftct.13529$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/36151738$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Adnan, Samira</creatorcontrib><creatorcontrib>Sarfaraz, Shaur</creatorcontrib><creatorcontrib>Nisar, Muhammad Kashif</creatorcontrib><creatorcontrib>Jouhar, Rizwan</creatorcontrib><title>Faculty perceptions on one‐best MCQ development</title><title>The clinical teacher</title><addtitle>Clin Teach</addtitle><description>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 &lt;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.</description><subject>Educational Measurement</subject><subject>Faculty</subject><subject>Humans</subject><subject>Students</subject><subject>Surveys and Questionnaires</subject><subject>Writing</subject><issn>1743-4971</issn><issn>1743-498X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp1kM9KxDAQh4Mo7rp68AWkRz10N9M0aXOUsqvCiggreAtpOoVK_9m0yt58BJ_RJzHadW8OAxPCx8fMj5BzoHNwtehNPwfGA3lAphCFzA9l_Hy4f0cwISfWvlDKKEg4JhMmgEPE4imBlTZD2W-9FjuDbV80tfWa2jV-fXymaHvvPnn0MnzDsmkrrPtTcpTr0uLZbs7I02q5SW799cPNXXK99k3AufQ1yjwHQY2mmoeC0ihgXORCCwZUC51r5FmWBaHkcZamcShSGTPBJfLUfRk2I5ejt-2a18EtoqrCGixLXWMzWBVEEIk4DNxVM3I1oqZrrO0wV21XVLrbKqDqJyHlElK_CTn2Yqcd0gqzPfkXiQMWI_BelLj936Q2yWZUfgPrl2-V</recordid><startdate>202302</startdate><enddate>202302</enddate><creator>Adnan, Samira</creator><creator>Sarfaraz, Shaur</creator><creator>Nisar, Muhammad Kashif</creator><creator>Jouhar, Rizwan</creator><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0001-8728-9107</orcidid><orcidid>https://orcid.org/0000-0001-5994-0900</orcidid><orcidid>https://orcid.org/0000-0002-7866-4339</orcidid><orcidid>https://orcid.org/0000-0001-5901-1482</orcidid></search><sort><creationdate>202302</creationdate><title>Faculty perceptions on one‐best MCQ development</title><author>Adnan, Samira ; Sarfaraz, Shaur ; Nisar, Muhammad Kashif ; Jouhar, Rizwan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2559-ae9ff160ca0a5460072356f6a6310a6afae5ddd24958dbb846b983659e5b958c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Educational Measurement</topic><topic>Faculty</topic><topic>Humans</topic><topic>Students</topic><topic>Surveys and Questionnaires</topic><topic>Writing</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Adnan, Samira</creatorcontrib><creatorcontrib>Sarfaraz, Shaur</creatorcontrib><creatorcontrib>Nisar, Muhammad Kashif</creatorcontrib><creatorcontrib>Jouhar, Rizwan</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>The clinical teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Adnan, Samira</au><au>Sarfaraz, Shaur</au><au>Nisar, Muhammad Kashif</au><au>Jouhar, Rizwan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Faculty perceptions on one‐best MCQ development</atitle><jtitle>The clinical teacher</jtitle><addtitle>Clin Teach</addtitle><date>2023-02</date><risdate>2023</risdate><volume>20</volume><issue>1</issue><spage>e13529</spage><epage>n/a</epage><pages>e13529-n/a</pages><issn>1743-4971</issn><eissn>1743-498X</eissn><abstract>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 &lt;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.</abstract><cop>England</cop><pmid>36151738</pmid><doi>10.1111/tct.13529</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0001-8728-9107</orcidid><orcidid>https://orcid.org/0000-0001-5994-0900</orcidid><orcidid>https://orcid.org/0000-0002-7866-4339</orcidid><orcidid>https://orcid.org/0000-0001-5901-1482</orcidid></addata></record>
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source MEDLINE; Wiley Online Library Journals Frontfile Complete; EBSCOhost Education Source
subjects Educational Measurement
Faculty
Humans
Students
Surveys and Questionnaires
Writing
title Faculty perceptions on one‐best MCQ development
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