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Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study

Faculty development programs (FD) prepare the faculty for their educational role and career tasks. We aimed to evaluate the effectiveness of FDP in advancing the quality of short-answer questions (SAQs). This was a quasi-experimental study, comprising 37 new faculty. The SAQs were examined on psycho...

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Autores principales: Abdulghani, Hamza Mohammad, Sattar, Kamran, Ahmad, Tauseef, Akram, Ashfaq, Khalil, Mahmoud Salah
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8007032/
https://www.ncbi.nlm.nih.gov/pubmed/33780493
http://dx.doi.org/10.1371/journal.pone.0249319
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author Abdulghani, Hamza Mohammad
Sattar, Kamran
Ahmad, Tauseef
Akram, Ashfaq
Khalil, Mahmoud Salah
author_facet Abdulghani, Hamza Mohammad
Sattar, Kamran
Ahmad, Tauseef
Akram, Ashfaq
Khalil, Mahmoud Salah
author_sort Abdulghani, Hamza Mohammad
collection PubMed
description Faculty development programs (FD) prepare the faculty for their educational role and career tasks. We aimed to evaluate the effectiveness of FDP in advancing the quality of short-answer questions (SAQs). This was a quasi-experimental study, comprising 37 new faculty. The SAQs were examined on psychometric analysis and Bloom’s cognitive levels for the two educational blocks of 1st medical year (i.e. Musculoskeletal (MSK) and Renal blocks). We found substantial improvement in the discrimination index values of SAQs prepared after the workshop (p = 0.04). A higher number of SAQs with moderate difficulty and higher discrimination were also observed. Flaws within the post-workshop questions were reduced (3.0%) when compared with pre-workshop (12.5%). The major incline was also reported within Bloom’s cognitive levels when pre-workshop K2 questions (30%) were compared with post-workshop (45.5%) with a p-value = 0.05. The SAQs constructed by the faculty member without participating in FDP are generally of unsatisfactory quality. After the FDP the assessment items of two blocks improved for various parameters of student assessment. The current study advocates that newly joined faculty shall be provided with the FDP to be guided, trained and supported for improving the quality of assessment through SAQs items writing.
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spelling pubmed-80070322021-04-07 Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study Abdulghani, Hamza Mohammad Sattar, Kamran Ahmad, Tauseef Akram, Ashfaq Khalil, Mahmoud Salah PLoS One Research Article Faculty development programs (FD) prepare the faculty for their educational role and career tasks. We aimed to evaluate the effectiveness of FDP in advancing the quality of short-answer questions (SAQs). This was a quasi-experimental study, comprising 37 new faculty. The SAQs were examined on psychometric analysis and Bloom’s cognitive levels for the two educational blocks of 1st medical year (i.e. Musculoskeletal (MSK) and Renal blocks). We found substantial improvement in the discrimination index values of SAQs prepared after the workshop (p = 0.04). A higher number of SAQs with moderate difficulty and higher discrimination were also observed. Flaws within the post-workshop questions were reduced (3.0%) when compared with pre-workshop (12.5%). The major incline was also reported within Bloom’s cognitive levels when pre-workshop K2 questions (30%) were compared with post-workshop (45.5%) with a p-value = 0.05. The SAQs constructed by the faculty member without participating in FDP are generally of unsatisfactory quality. After the FDP the assessment items of two blocks improved for various parameters of student assessment. The current study advocates that newly joined faculty shall be provided with the FDP to be guided, trained and supported for improving the quality of assessment through SAQs items writing. Public Library of Science 2021-03-29 /pmc/articles/PMC8007032/ /pubmed/33780493 http://dx.doi.org/10.1371/journal.pone.0249319 Text en © 2021 Abdulghani et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Abdulghani, Hamza Mohammad
Sattar, Kamran
Ahmad, Tauseef
Akram, Ashfaq
Khalil, Mahmoud Salah
Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study
title Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study
title_full Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study
title_fullStr Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study
title_full_unstemmed Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study
title_short Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study
title_sort faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8007032/
https://www.ncbi.nlm.nih.gov/pubmed/33780493
http://dx.doi.org/10.1371/journal.pone.0249319
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