1. Evaluation of the quality of multiple-choice questions according to the students’ academic level
- Author
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Mercedes Iñarrairaegui, Nerea Fernández-Ros, Felipe Lucena, Manuel F. Landecho, Nicolás García, Jorge Quiroga, and Jose Ignacio Herrero
- Subjects
Academic level ,Assessment ,Difficulty ,Discrimination ,Multiple choice question ,Pathophysiology ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Abstract Background One of the most important challenges in medical education is the preparation of multiple-choice questions able to discriminate between students with different academic level. Average questions may be very easy for students with good performance, reducing their discriminant power in this group of students. The aim of this study was to analyze if the discriminative power of multiple-choice questions is different according to the students’ academic performance. Methods We retrospectively analyzed the difficulty and discrimination indices of 257 multiple-choice questions used for the end of course examination of pathophysiology and analyzed whether the discrimination indices were lower in students with good academic performance (group 1) than in students with moderate/poor academic performance (group 2). We also evaluated whether case-based questions maintained their discriminant power better than factual questions in both groups of students or not. Comparison of the difficulty and discrimination indices between both groups was based on the Wilcoxon test. Results Difficulty index was significantly higher in group 1 (median: 0.78 versus 0.56; P
- Published
- 2022
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