Efficacy of Faculty Development Training Workshops (FDTWs) on Writing High-Quality Multiple-Choice Questions at Northern Border University (NBU) in the Kingdom of Saudi Arabia (KSA).

BACKGROUND

A multiple-choice question (MCQ) is a frequently used assessment tool in medical education for both certification and competitive examinations. Well-constructed MCQs impact the utility of the assessment and, thus, the fate of the examinee.

AIMS AND OBJECTIVES

To analyze the basic science faculty perceptions of writing high-quality MCQs, to create awareness of item-writing flaws in constructing high-quality MCQs, and to determine the impact of faculty development training workshops (FDTWs) on MCQ writing skills.

MATERIAL AND METHODS

An online workshop was held over two weeks for basic science faculty to learn high-quality MCQ construction. Faculty-made MCQs were analyzed for flaws, and a questionnaire assessed the impact of the workshop on MCQ construction. Pre- and post-workshop responses were compared to evaluate the necessity of such workshops for improving faculty skills in MCQ assessments.

RESULTS

A total of 47 (83.2%) of participating faculty believed the workshop could reduce MCQ construction errors. The participants agreed that a series of workshops were needed for lasting improvements in MCQ construction.

CONCLUSIONS

One-day short-duration workshops, such as the current one alone, cannot achieve the objectives of training participants to write high-quality MCQs. To improve student assessment through high-quality MCQs, the faculty needs to be exposed to continuous and frequent sessions that will help them.