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ORIGINAL ARTICLE
Year : 2020  |  Volume : 9  |  Issue : 7  |  Page : 3663-3668

Psychometric analysis of multiple-choice questions in an innovative curriculum in Kingdom of Saudi Arabia


1 Department of Pediatrics; Medical Education, College of Medicine, University of Bisha, Saudi Arabia
2 Family and Community Medicine, College of Medicine, University of Bisha, Saudi Arabia
3 Medical Education, College of Medicine, University of Bisha, Saudi Arabia
4 Physiology, College of Medicine, University of Bisha, Saudi Arabia
5 Pharmacology, College of Medicine, University of Bisha, Saudi Arabia

Correspondence Address:
Dr. Karim Eldin. M. A Salih
Departments of Pediatrics and Medical Education, University of Bisha, College of Medicine; P. O. Box 1290 Bisha 61922
Saudi Arabia
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jfmpc.jfmpc_358_20

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Background and Aims: Worldwide, medical education and assessment of medical students are evolving. Psychometric analysis of the adopted assessment methods is thus, necessary for an efficient, reliable, valid and evidence based approach to the assessment of the students. The objective of this study was to determine the pattern of psychometric analysis of our courses conducted in the academic year 2018-2019, in an innovative curriculum. Methods: It was a cross-sectional-design study involving review of examination items over one academic session -2018/2019. All exam item analysis of courses completed within the three phases of the year were analyzed using SPSS V20 statistical software. Results: There were 24 courses conducted during the academic year 2018-2019, across the three academic phases. The total examination items were 1073 with 3219 distractors in one of four best option multiple choice questions (MCQs). The item analysis showed that the mean difficulty index (DIF I) was 79.1 ± 3.3. Items with good discrimination have a mean of 65 ± 11.2 and a distractor efficiency of 80.9%. Reliability Index (Kr20) across all exams in the three phases was 0.75. There was a significant difference within the examination items block (F = 12.31, F critical = 3.33, P < 0.05) across all the phases of the courses taken by the students. Similarly, significant differences existed among the three phases of the courses taken (F ratio = 12.44, F critical 4.10, P < 0.05). Conclusion: The psychometric analysis showed that the quality of examination questions was valid and reliable. Though differences were observed in items quality between different phases of study as well as within courses of study, it has generally remained consistent throughout the session. More efforts need to be channeled towards improving the quality in the future is recommended.


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