Volume 10, Issue 5 (Special Issue on Educational Development 2011)                   Iranian Journal of Medical Education 2011, 10(5): 1146-1152 | Back to browse issues page

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Vafamehr V, Dadgostarnia M. Reviewing The Results Of Qualitative And Quantitative Analysis Of Mcqs In Introduction To Clinical Medicine Course. Iranian Journal of Medical Education 2011; 10 (5) :1146-1152
URL: http://ijme.mui.ac.ir/article-1-1528-en.html
, vgrenani@yahoo.com
Abstract:   (10838 Views)
Background: At most of the medical universities, MCQ-based examinations are often use as the first component, particularly to ensure the candidates have an adequate knowledge base, prior to entering subsequent clinical examinations. Method: In ICM , 3973 MCQs were collected from tests over a four-year period from 2005 to2009. Questions were evaluated for 10 frequently occurring item writing flows, for cognitive level and for difficulty and discrimination index. Results: Result show that 66.9% of the questions contained violations of item writing guidelines and79.1% were written at low cognitive levels. MCQs written at a low cognitive level were significantly more likely to contain item writing flows.47.3% of the questions had suitable discrimination index and 28.8% of the questions had suitable difficulty index. While there was no relationship between difficulty index and cognitive level, higher cognitive level and suitable discrimination index had significant relationship. Discussion: We should think about practically ways for using results of item analysis. Faculty members should be taught designing and using suitable questions and developing MCQs bank.
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Type of Study: Original research article | Subject: other
Received: 2011/03/15 | Accepted: 2011/08/6 | Published: 2011/02/15 | ePublished: 2011/02/15

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