QUANTITATIVE AND QUALITATIVE ASSESSMENT OF UNDERGRADUATE PEDIATRICS OBJECTIVE WRITTEN EXAMS AT QENA FACULTY OF MEDICINE - SOUTH VALLEY UNIVERSITY

Document Type : Preliminary preprint short reports of original research

Authors

1 Department of Medical Education, Faculty of Medicine, University of Alexandria. Department of Community Medicine, Alexandria Faculty of Medicine

2 Department of Clinical Pharmacology, Alexandria Faculty of Medicine

3 Department of Medical Education, Alexandria Faculty of Medicine

4 Department of Pediatrics, Medical Education, Alexandria Faculty of Medicine

Abstract

In 1990, Miller designed a hierarchical model for the assessment of clinical competence. This model starts with the assessment of cognition and ends with the assessment of behavior in practice. The assessment of cognition measures knowledge and its application (knows, knows how), and this could include the levels of Bloom’s taxonomy of educational objectives from the level of comprehension to the level of evaluation. The most common method for the assessment of knowledge is the written method. Among the various written test methods, multiple choice questions (MCQs) are widely used to assess knowledge.The revised Blooms’ cognitive taxonomy is mostly used to test different levels of learning by MCQs.MCQs are objective and scored easily and quickly. It could measure a high level of thinking. MCQs are used for a large number of students and are easy to grade.
AIM OF THE STUDY:
The purpose of this study was to analyze the quality of pediatrics multiple choice questions in terms of: difficulty and discrimination indices, distractor efficiency and internal consistency reliability (MCQ item analysis).

Keywords

ALEXMED ePosters
Volume 4, Issue 4
December 2022
Pages 7-8

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