E-workshop on writing multiple-choice questions: Online experience during the period of COVID-19 crisis

Hosam Hefny; Said Abbadi

doi:10.4103/JMAU.JMAU_30_20

Users Online: 51

CASE REPORT

Year : 2020 | Volume : 8 | Issue : 4 | Page : 207-210

E-workshop on writing multiple-choice questions: Online experience during the period of COVID-19 crisis

Hosam Hefny¹, Said Abbadi²
¹ Department of Medical Education, Faculty of Medicine, Suez University, Suez, Egypt
² Department of Microbiology, Faculty of Medicine, Suez University, Suez, Egypt

Date of Submission	04-May-2020
Date of Decision	22-May-2020
Date of Acceptance	27-Jun-2020
Date of Web Publication	10-Dec-2020

Correspondence Address:
Prof. Said Abbadi
Microbiology Department, Faculty of Medicine, Suez University, Suez
Egypt

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/JMAU.JMAU_30_20

Abstract

Keywords: COVID-19, learning, multiple-choice questions, workshop

How to cite this article:
Hefny H, Abbadi S. E-workshop on writing multiple-choice questions: Online experience during the period of COVID-19 crisis. J Microsc Ultrastruct 2020;8:207-10

How to cite this URL:
Hefny H, Abbadi S. E-workshop on writing multiple-choice questions: Online experience during the period of COVID-19 crisis. J Microsc Ultrastruct [serial online] 2020 [cited 2021 Jan 24];8:207-10. Available from: https://www.jmau.org/text.asp?2020/8/4/207/302964

Introduction

Based on the recommendations of the Written Examination Review Committee, Faculty of Medicine Suez University (FOMSU), the Dean of the Faculty issued instructions that are necessary to establish a workshop for the faculty members at FOMSU on how to write technically correct multiple-choice questions (MCQs) as soon as possible. In addition, we should cope with the current situation (COVID-19 pandemic) that necessitates the shift from face-to-face to online/distance learning. All staff members should be trained about how to write MCQs.

MCQ tests are the most commonly used in the faculty of medicine and in most health sciences institutions. MCQs are objective and reliable together with the ability to cover broad content area in a short period of time and for large number of learners. Besides, they are easy to be corrected, also can be corrected electronically. High-quality MCQs are difficult to write and need proper training.^[1]

We decided to proceed on our regular training program as scheduled before using online training; here, we report one of our experiences in online training programs which were scheduled previously on April 5, 2020.

Workshop goal

To update the faculty members in the FOMSU with how to write technically correct MCQs.

Workshop objectives

By the end of the workshop, the participants will be able to:

Discuss important considerations when writing MCQs
Identify the common flaws of low-quality MCQs
Design technically correct MCQs (single best answer)
Create MCQs that assess higher level cognitive skills.

Target audience

This workshop is designed for faculty who are involved in writing or revising the MCQ such as written examination review committee, assessment unit, exam committees in different scientific departments, and medical education unit.

The selection criteria of audience

Faculty members at the FOMSU with no previous training on MCQs.

Workshop attendance

Optional.

Optimal number of participants

Twenty people.

Standard duration

One day.

Workshop venue

Online, scheduled Zoom meeting, April 5, 2020, at 10:00 a.m., Cairo.

Link: https://us04web.zoom.us/j/6611240216.

Meeting ID: 6611240216.

Meeting password: 345485.

The method of distribution and collection of the workshop evaluation forms

E-mail and WhatsApp application.

Organizers

Medical Education Department, FOMSU.

Workshop organizer and coordinator

Dr. Hosam Hefny.

Dean, Faculty of Medicine, Suez University

Prof. Said Abbadi.

Training methods used

Implementation

The workshop was on Sunday, April 5, 2020, at 10 a.m. on the Zoom program. At first, we began to welcome the faculty members and deliver a quick explanation of how to deal with the Zoom program. Then, we explained the Task 1 and divided trainees into five small groups using breakout rooms; after that, the rooms were closed and the trainees returned after 10 min to show what was discussed in each group with commenting on the work done by the other groups. Then, the trainer began delivering an interactive lecture that covered all the above-mentioned objectives with delivering examples for clarification and encouraging trainees' active participation.^[2],^[3] At last, the attendees were divided again in order to achieve Task 2, then the questions that they prepared were discussed, and finally the trainer delivered a quick summary and conclusion and listened to the feedback from the audience about the lecture and the whole workshop. All attendees were asked to submit the workshop evaluation forms on the same day by E-mail.

Discussion and Conclusion

Due to the current situation (COVID-19 pandemic), it was necessary to shift from face-to-face learning to online/distance learning. MCQ tests are the most commonly used in our faculty, so all staff members should be trained about how to write MCQs. We decided to proceed on our regular training program as scheduled before using online training. This workshop aimed at identifying and avoiding the common flaws of low-quality MCQs and writing technically correct MCQs.^[4] Twenty staff members participated in this workshop through Zoom program. Feedback from the participants showed that there is a need for such workshops. This workshop helped a lot in improving the ability of twenty staff members to design technically correct MCQs (single best answer) and identifying the common flaws of low-quality MCQs.^[5] We believe that this is very important progress as this will have a direct impact on the quality of MCQs delivered to the students. In addition, those who attend this workshop represent nucleus to our capacity building team in our newly developing faculty.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

Task 1

All of the following factors are associated with an increased risk of gastroenteritis except

Daycare attendance
Recent antibiotic use
Age older than 5 years
Poor sanitation
Winter and summer months.

A 78-year-old immobilized male is seen with a 1-cm area of erythema and bruising on his left heel. Which of the following is the most important aspect of the treatment of this condition at this time?

Application of a full-thickness skin graft
Extensive debridement of the area and cleansing with an iodine-based solution
Application of a foam pad to protect the heel from further damage
Application of microscopic beaded dextran to the lesion
Elevation of the left leg by 30°.

You are seeing a 56-year-old man who reports a recent syncopal episode. Which of the following tests is always indicated in the workup?

Complete blood count
Thyroid-stimulating hormone assessment
Electrocardiography
Echocardiogram
Tilt-table testing.

A 7-month-old child is brought to your office by his mother. He has had an upper respiratory tract infection for the past 3 days. On examination, there is erythema of tympanic membrane with opacification. There are no other signs or symptoms. What is the most likely diagnosis in this patient?

Acute otitis media
Chronic otitis media
Otitis media without effusion
Otitis media with effusion
None of the above.

Which of the following statements about viral pneumonia is false?

Radiographs show diffuse interstitial infiltrates
The rate of hospitalization decreases with increasing age
Antibiotics play no role in treatment
Rapid antigen detection tests are available for respiratory syncytial virus and influenza
Respiratory syncytial virus is the most common pathogen.

Evaluation Form

Dear participant, we would like to thank you for your active participation and invite you to share with your valuable evaluation and comments.

Name (optional):........... Department:.......... Faculty:........ University:........

For each of the following areas, please indicate your reaction:

General comments:

.............................................................

.................................

References

1.	Alamoudi AA, El-Deek BS, Park YS, Al Shawwa LA, Tekian A. Evaluating the long-term impact of faculty development programs on MCQ item analysis. Med Teach 2017;39:S45-9.
2.	Case SM, Swanson DB. Writing Written test Questions for the Basic and Clinical Sciences. Philadelphia, PA: National Board of Medical Examiners; 1998.
3.	Paniagua MA, Swygert KA. Writing Written Test Questions for the Basic and Clinical Sciences. Philadelphia, PA: National Board of Medical Examiners; 2016.
4.	Piasentin KA. Exploring the optimal number of options in multiple- choice testing. CLEAR Exam Rev (Winter) 2020,1:18-22.
5.	Nayer M, Takahashi SG, Hrynchak P. Twelve tips for developing key-feature questions (KFQ) for effective assessment of clinical reasoning. Med Teach 2018;40:1116-22.