Determination of Difficulty Index in End of Block Examinations of Preclinical Undergraduate Medical Students

Ifra Saeed, Arsalan Manzoor Mughal, Sidra Hamid, Tehmina Qamar, Ayesha Yousaf, Aneela jamil
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Abstract

Background: Multiple Choice Questions (MCQs) are considered a good choice for undergraduate formative assessment as they have higher reliability and are generally feasible. The objective of this study was to evaluate the difficulty index of Multiple-Choice Questions in the end of block examination of preclinical undergraduate medical students at Rawalpindi Medical University. Methodology: This descriptive cross-sectional study was conducted at Rawalpindi Medical University. End of Block assessment data was collected from Department of Medical Education, RMU. A total of 60 MCQs scores were randomly selected and the difficulty index was calculated after entering data in MS Excel. Data was then entered in SPSS version 24. Means and standard deviations of Difficulty indices were calculated and compared between first-year and second-year students by independent samples students t-test and between subjects by ANOVA. Results: Out of 120 Multiple Choice Items analyzed, in the first year MBBS block exam, 30% were easy, 65% were acceptable and 5% were difficult. In the second year MBBS block exam, 36.67% were easy, 56.67% were acceptable and 6.67% were difficult. There was no significant difference (p=0.986) between the mean difficulty index of first-year MBBS students and second-year MBBS students. However, the mean difficulty index was highest in physiology (66.53 ± 16.262) followed by biochemistry (64.36 ± 16.756) and anatomy (54.80 ± 17.665), and the mean difference between the subjects was statistically significant (p=0.005). The mean difficulty index in first-year MBBS students was highest for Biochemistry followed by Physiology and Anatomy. In second-year MBBS students, the mean difficulty index was highest in Physiology followed by Biochemistry and Anatomy. Conclusion: The difficulty index of Anatomy MCQs was lower indicating that the students find them more difficult than the other two subjects i.e., Physiology and Biochemistry in the first two years of their undergraduate medical studies.      
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基础医学本科学生分组期末考试难度指数的确定
背景:选择题被认为是大学生形成性评估的一个很好的选择,因为它们具有较高的可靠性和通常的可行性。本研究的目的是评估拉瓦尔品第医科大学临床预科本科学生分组考试结束时选择题的难度指数。方法:这项描述性横断面研究在拉瓦尔品第医科大学进行。组末评估数据收集自RMU医学教育系。随机抽取60个mcq分数,在MS Excel中输入数据后计算难度指数。然后在SPSS version 24中输入数据。采用独立样本学生t检验计算一年级和二年级学生难度指数的均值和标准差,采用方差分析比较被试之间的难度指数。结果:在分析的120个选择题中,在第一年的MBBS块考试中,30%是容易的,65%是可接受的,5%是困难的。在第二年MBBS模块考试中,容易的占36.67%,可接受的占56.67%,难的占6.67%。MBBS一年级与二年级学生的平均难度指数差异无统计学意义(p=0.986)。平均难度指数以生理学科最高(66.53±16.262),其次为生化学科(64.36±16.756),解剖学科(54.80±17.665),各学科间平均差异有统计学意义(p=0.005)。MBBS一年级学生的平均难度指数最高的科目是生物化学,其次是生理学和解剖学。在MBBS二年级的学生中,生理学的平均难度指数最高,其次是生物化学和解剖学。结论:解剖mcq难度指数较低,说明学生对解剖mcq的难度高于医学本科前两年的生理、生化两门学科。
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16 weeks
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