Acta Scientific Pharmaceutical Sciences (ASPS)(ISSN: 2581-5423)

Research Article Volume 4 Issue 12

Evaluation and Improvement of Multiple-choice Questions in the Doctor of Pharmacy Program

Abdulkareem M Albekairy1,2, Nabil Khalidi1,3, Wesam W Ismail1*, Rami T Bustami1, Esra’a I Khader1, Abdulmalik M Alkatheri1 and Amjad M Qandil1

1College of Pharmacy, King Saud Bin Abdul-Aziz University for Health Sciences (KSAU-HS), Ministry of National Guard Health Affairs, Riyadh, Kingdom of Saudi Arabia
2King Abdulaziz Medical City, Ministry of National Guard Health Affairs, Riyadh, Kingdom of Saudi Arabia
3College of Pharmacy, University of Michigan, Ann Arbor, Michigan, USA

*Corresponding Author: Wesam W Ismail, College of Pharmacy, King Saud Bin Abdul-Aziz University for Health Sciences (KSAU-HS), Ministry of National Guard Health Affairs, Riyadh, Kingdom of Saudi Arabia.

Received: September 22, 2020; Published: November 07, 2020

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Abstract

Objectives: To evaluate the quality of the current multiple choice questions (MCQ) in our bank, and to review the appropriateness of the student assessment processes by faculty in this Doctor of Pharmacy program. Also to identify barriers to the reduction of item writing flaws (IWF).

Methods: Faculty, in teams of two, reviewed 7620 MCQs of the question bank. Two more follow up reviews were then performed to further understand the reasons behind the MCQ IWF: (1) 2185 randomly selected MCQ were monitored for timely submission (which is one week before the exam), and (2) the deleted MCQ post exam administration among the randomly selected 2875 MCQ. In both projects, the level of cognition was also investigated.

Results: IWF in 7620 were conservatively assessed at 29.5%. IWF increased as the number of instructors in a given course increased. Late submission of questions in the studied sample of 2185 MCQs was at 22%. That has gotten worse as the years progressed year 1 to year 3 implicating pharmacy practice joint faculty more than others. MCQ deletion from the 2875 random sample was 4.6% across all levels of cognition. Negative correlation was found between the number of teaching faculty and percent of flawless MCQs.

Discussion: To reduce IWF, all processes of assessment must be monitored, and appropriate interventions instituted through education to faculty, review of MCQs prior to processing, engaging faculty in the improvement process. Full time college-based dedicated faculty tends to create an environment of cooperation between all faculty which in turn reduces weaknesses in the assessment processes.

Keywords: Item-writing Flaw; MCQs; Quality Improvement; Pharm.D.; Education

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References

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Citation

Citation: Wesam W Ismail., et al. “Evaluation and Improvement of Multiple-choice Questions in the Doctor of Pharmacy Program". Acta Scientific Pharmaceutical Sciences 4.12 (2020): 03-10.




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