Efficacy of Faculty Development Training Workshops (FDTWs) on Writing High-Quality Multiple-Choice Questions at Northern Border University (NBU) in the Kingdom of Saudi Arabia (KSA)

Abstract

Background: A multiple-choice question (MCQ) is a frequently used assessment tool in medical education for both certification and competitive examinations. Well -constructed MCQs impact the utility of the assessment and, thus, the fate of the examinee. Aims and objectives: To analyze the basic science faculty perceptions of writing high -quality MCQs, to create awareness of item -writing flaws in constructing high -quality MCQs, and to determine the impact of faculty development training workshops (FDTWs) on MCQ writing skills. Material and methods: An online workshop was held over two weeks for basic science faculty to learn highquality MCQ construction. Faculty -made MCQs were analyzed for flaws, and a questionnaire assessed the impact of the workshop on MCQ construction. Pre- and post -workshop responses were compared to evaluate the necessity of such workshops for improving faculty skills in MCQ assessments. Results: A total of 47 (83.2%) of participating faculty believed the workshop could reduce MCQ construction errors. The participants agreed that a series of workshops were needed for lasting improvements in MCQ construction. Conclusions: One -day short -duration workshops, such as the current one alone, cannot achieve the objectives of training participants to write high -quality MCQs. To improve student assessment through high -quality MCQs, the faculty needs to be exposed to continuous and frequent sessions that will help them.