School of Medicine, Western Sydney University, Ainsworth Bldg, Goldsmith Ave, Campbelltown, NSW, 2560, Australia.
BMC Med Educ. 2019 May 2;19(1):123. doi: 10.1186/s12909-019-1544-8.
Producing a sufficient quantity of quality items for use in medical school examinations is a continuing challenge in medical education. We conducted this scoping review to identify barriers and facilitators to writing good quality items and note gaps in the literature that are yet to be addressed.
We conducted searches of three databases (ERIC, Medline and Scopus) as well as Google Scholar for empirical studies on the barriers and facilitators for writing good quality items for medical school examinations.
The initial search yielded 1997 articles. After applying pre-determined criteria, 13 articles were selected for the scoping review. Included studies could be broadly categorised into studies that attempted to directly investigate the barriers and facilitators and studies that provided implicit evidence. Key findings were that faculty development and quality assurance were facilitators of good quality item writing while barriers at both an individual and institutional level include motivation, time constraints and scheduling.
Although studies identified factors that may improve or negatively impact on the quality of items written by faculty and clinicians, there was limited research investigating the barriers and facilitators for individual item writers. Investigating these challenges could lead to more targeted and effective interventions to improve both the quality and quantity of assessment items.
为医学院考试生产足够数量的高质量试题是医学教育中的一个持续挑战。我们进行了这项范围界定综述，以确定编写高质量试题的障碍和促进因素，并注意到文献中尚未解决的差距。
我们在三个数据库（ERIC、Medline 和 Scopus）以及 Google Scholar 上进行了搜索，以查找关于编写医学院考试高质量试题的障碍和促进因素的实证研究。
最初的搜索产生了 1997 篇文章。在应用预定标准后，有 13 篇文章被纳入范围界定综述。纳入的研究可以大致分为两类：一类是试图直接调查障碍和促进因素的研究，另一类是提供隐含证据的研究。主要发现是，教师发展和质量保证是编写高质量试题的促进因素，而个人和机构层面的障碍包括动机、时间限制和时间安排。
尽管研究确定了可能影响教师和临床医生编写的试题质量的因素，但很少有研究调查个体试题作者的障碍和促进因素。调查这些挑战可以导致更有针对性和有效的干预措施，以提高评估试题的质量和数量。
