My Alerts Log In
Research Article Faculty Development
Will a Short Training Session Improve Multiple-Choice Item-Writing Quality by Dental School Faculty? A Pilot Study Mark A. Dellinges and Donald A. Curtis Journal of Dental Education August 2017, 81 (8) 948-955; DOI: http://doi.org/10.21815/JDE.017.047 Add to Cart ($15)
Figures & Data
Info & Metrics
In this issue Journal of Dental Education
Vol. 81, Issue 8 1 Aug 2017
Faculty members are expected to write high-quality multiple-choice
Table of Contents
questions (MCQs) in order to accurately assess dental students’
Index by author
achievement. However, most dental school faculty members are not trained to write MCQs. Extensive faculty development programs have been used to help educators write better test items. The aim of this pilot study was to determine if a short workshop would result in improved MCQ item-writing by dental school faculty at one U.S. dental school. A total of 24 dental school
faculty members who had previously written MCQs were randomized into a
no-intervention group and an intervention group in 2015. Six previously written MCQs were randomly selected from each of the faculty members
training session of one-hour duration that focused on reviewing standard
item-writing guidelines to improve in-house MCQs. The no-intervention
group did not receive any training but did receive encouragement and an
and given an item quality score. The intervention group participated in a
explanation of why good MCQ writing was important. The faculty members
were then asked to revise their previously written questions, and these were given an item quality score. The item quality scores for each faculty member were averaged, and the difference from pre-training to post-training scores
was evaluated. The results showed a significant difference between pretraining and post-training MCQ difference scores for the intervention group (p=0.04). This pilot study provides evidence that the training session of short duration was effective in improving the quality of in-house MCQs.
View Full Text Jump to section Article
This article requires a subscription to view the full text. If you have a subscription you may use the login form below to view the article. Access to this article can also be purchased.
Abstract Methods Results Discussion
Please log in using your adea.org credentials. The JDE website is no longer issuing separate usernames for journal access. Don't know your username?
Before logging in with your ADEA.org credentials the first time, we recommend clearing your browser cache and cookies.
Figures & Data Info & Metrics
SUBSCRIBERS AND ADEA MEMBERS:
Log in using your username and password Username
Log in Forgot your user name or password?
Join or Renew ADEA/JDE Membership Log in through your institution via Institution
You may be able to gain access using your login credentials for your institution. Contact your library if you do not have a username and password.
If your organization uses OpenAthens, you can log in using your OpenAthens username and password. To check if your institution is supported, please see this list. Contact your library for more details.
No related articles found. Scopus PubMed Google Scholar
You may purchase access to this article. This will require you to create an account if you don't already have one.
More in this TOC Section
Purchase Access ($15)
FOR MORE INFORMATION:
Check ADEA's website to learn about JDE subscriptions or ADEA membership and member benefits. Contact us at [email protected]
or (US) 202-962-9113. Previous
dental education, dental faculty, assessment, faculty development, multiple-choice questions, item-writing flaws
Next Back to top
Submit a Paper
About the JDE
Editorial Review Board
FAQ for Authors
© 2018 Journal of Dental Education
Find out more