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• W4377029217 abstract "<b>Abstract ID 20956</b> <b>Poster Board 190</b> <b>Introduction</b>: Multiple-choice questions (MCQ) are highly efficient for testing knowledge and they can be reliably used to assess a large cohort in the shortest possible time. However, good quality MCQs are relatively difficult to write and MCQs are subject to technical flaws such as redundant distractors and cueing the correct answers. Item flaws reduce the validity of the MCQ exam. Therefore, many health professions schools employ various quality control processes to remove these flaws. Although the literature describes various approaches to improve MCQ quality, there needs to be integrated research demonstrating their effectiveness and efficiency. This systematic review aims to accumulate evidence of different methods to improve the quality of MCQs in medical schools. Firstly, the review compares the effectiveness of various approaches to enhance the quality of MCQ. Secondly, the study explored how the quality of MCQ is quantitively measured. Thirdly, the review examined the efficiency of different quality improvement approaches. <b>Methods</b>: We adopted the population, intervention, comparison, and outcomes (PICO) as a search strategy tool. We searched PubMed, Embase, and Web of Science databases. Studies published between 2002-2022 were retrieved and screened by two independent investigators using inclusion and exclusion criteria. Articles focused on strategies to improve MCQ quality, targeting basic and clinical science in undergraduate and graduate medical schools were reviewed. The investigators independently extracted the following data from the articles: type of participants, sample size, study design, methods used to assess MCQ quality, data analysis methods, and outcomes. <b>Results</b>: We identified 1143 articles from a primary search of the databases. Twenty-one studies from 9 different countries met the review criteria. Faculty training workshops (11 studies), committee/peer reviews (8 studies), or a combination of both (2 studies) approaches were used to improve MCQ quality. Despite wide methodological variations, most studies (95%) demonstrated that these processes were effective in significantly improving the measures of quality in MCQ exams. The quality improvement was measured by psychometric analysis, quality scores, Bloom’s cognitive level, and distractor efficiency. None of the studies reported the efficiency of these quality improvement processes. <b>Conclusion</b>: The reviewed studies indicated that faculty training or committee/peer review has a positive effect on the quality of MCQ exams. Considering the extensive use of MCQs in health professions schools, any of these quality assurance interventions should be adopted by educational institutions. Further research with more robust designs is required to examine the efficiency of these processes and to establish a standardized vetting process for MCQ exams." @default.
• W4377029217 created "2023-05-19" @default.
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• W4377029217 date "2023-05-18" @default.
• W4377029217 modified "2023-09-29" @default.
• W4377029217 title "Strategies Used to Improve Quality of Multiple-Choice Questions: A Systematic Review" @default.
• W4377029217 doi "https://doi.org/10.1124/jpet.122.209560" @default.
• W4377029217 hasPublicationYear "2023" @default.
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