Quality analysis of multiple choice questions(MCQs) examinations of noncontinuous undergraduate medical records
Hormozgan Medical Journal: October 01, 2010, 14 (3); e88561
October 05, 2010
Article Type: Research Article
September 27, 2010
October 05, 2010
S , Solati dehkordi
S M. Quality analysis of multiple choice questions(MCQs) examinations of noncontinuous undergraduate medical records,
Hormozgan Med J.
Introduction: There are Different methods for evaluating student stuff. One of the most
commons is multiple choice questions (MCQs). If properly designed, it is a good way to
measure student knowledge. Due to expansion using MCQs, This study was designed in
order to review the quality of multiple choice question exam types of medical records
students of Hormozgan University of Medical Sciences.
Methods: In a descriptive and analytical study, all end of semester MCQ type examinations
related to undergraduate degree of medical records course of Hormozgan University of
Medical Sciences, including computer applications, English language, common classification
systems, medical terminology 3, research methodology and data analysis of health indicators
were selected. Then difficulty and discrimination index of all questions were calculated. For
statistical analysis of the data, by taking advantage of Excel and SPSS software's, descriptive
statistics, analysis of variance and regression methods were used.
Results: The results showed that, from 128 questions, 105 questions (57.7%) had a suitable
difficulty index, which the lowest rate was related to the research methods course (0.59) and
the highest rate was related to the medical terminology3 (0.78). 133 questions (73.1%) were in
weak and very weak discrimination index category, so that the lowest rate was related to
English language (-0.05) and common systems (-0.03) and the most rate was related to the
research methodology (0.23) and use of computer application (0.18). Results of analysis of
variance showed a significant difference, between difficulty and discrimination index of six
exams (P<0.05). There was no significant correlation between difficulty and discrimination
Conclusion: Although, the difficulty index for all examinations were acceptable and
appropriate but the results of discrimination index showed that, almost for all questions, the
quality level is poor to very poor. So, it is better to remove these questions from the bank of
questions or basically revise all the questions.
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