The impact of a faculty development seminar on the quality of multiple-choice questions

被引：9
作者：
Nemec, Eric C. [1 ]
Welch, Beth [1 ]
机构：
[1] Western New England Univ, Coll Pharm, Dept Pharm Practice, 1215 Wilbraham Rd, Springfield, MA 01119 USA
来源：
CURRENTS IN PHARMACY TEACHING AND LEARNING | 2016年 / 8卷 / 02期
关键词：
Multiple-choice questions; Assessment; Faculty development;
D O I：
10.1016/j.cptl.2015.12.008
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Introduction.' Multiple-choice questions (MCQ) are almost ubiquitous in higher education. The composition of quality MCQ is an art that takes practice and multiple revisions. Internal evaluations within other health profession disciplines indicate that the quality of faculty developed MCQ are relatively poor. Materials and methods: A 1.5 hour faculty development seminar was developed regarding the construction and the assessment of MCQ. Faculty submitted MCQ both pre-seminar and post-seminar and these were assessed against a quality checklist and scoring system. Faculty were surveyed pre-session and post-session electronically regarding their confidence in constructing MCQ. Results: The mean pre-session MCQ quality score was 16.2 (SD = 2.4), which after revision improved to 18.1 (SD = 1.5, p < 0.05). Results of the individual learner strengths and needs assessment indicated that confidence of faculty identifying good and bad questions in their own work improved. Conclusion.' Faculty development seminars can improve the quality of in-house MCQ and improve faculty confidence in constructing new MCQ. (C) 2015 Elsevier Inc. All rights reserved.
引用
收藏
页码：160 / 163
页数：4
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