A Simplified MCQs Interpretation Guide for Faculty.

OBJECTIVE: To devise a guide for faculty to interpret Psychometric Analysis of MCQs followed by its assessment. STUDY DESIGN: Across-sectional study. PLACE AND DURATION OF STUDY: Shifa College of Medicine, Islamabad, from January to July 2009. METHODOLOGY: A simplified interpretation guide comprising of a visual format and an interpretive summary was designed for faculty members to help them understand the item analysis of the MCQs in an uncomplicated way. A feedback from the faculty was obtained after administration to see the results. RESULTS: Eighty five percent of course coordinators (n=14) agreed that they could understand the MCQ analysis. Eight percent (n=3) faculty strongly, while 82% (n=13) agreed that analysis is helping them to refine the process of MCQ making. Forty five percent (n=7) faculty agreed that analysis of MCQ was helpful in identifying knowledge gaps in students. All the course coordinators agreed that they found the revised format easy to understand. CONCLUSION: The faculty found the interpretation guide for MCQs user-friendly and helpful.

Delivering endocrinology and reproduction in an integrated modular curriculum.

OBJECTIVE: To ascertain the perceptions of students and faculty of Shifa College of Medicine, Islamabad regarding the delivery of Endocrinology and Reproduction module as a component of the newly introduced Integrated Modular Curriculum. METHODS: A descriptive study, using mixed qualitative and quantitative method, starting from June 6 to August 15 2008. A period of 10 weeks was spent on the study including 8 weeks of planning, 2 weeks of delivery and assessment and a 2 weeks period of post hoc analysis and data collection. A multidisciplinary team of faculty developed themes, clinical cases, objectives and table of specification of the Endocrinology and Reproduction Module for Fourth Year MBBS Class. Continuous assessment was done by theme-based assignments and student presentations. Summative assessment was done by Multiple Choice and Short Answer Questions. Likert scale-based student feedback questionnaire was administered while the students were also encouraged to comment on the module for improvement. Feedback was obtained from the faculty in a similar manner. RESULTS: Out of a class of 86 students, 47 (55%) agreed to a balance between basic and clinical concepts addressed in the module, 21 (24%) agreed that emphasis on clinical concepts was appropriate, 37 (43%) agreed that learning strategies were well integrated, 50 (58%) were of the opinion that the assigned learning material was consistent with the session objectives, while 39 (45%) agreed that case-based instruction was useful, and 40 (47%) students were of the opinion that large group discussion was useful. Faculty feedback was positive towards integrated learning. CONCLUSIONS: Integrated Endocrinology and Reproduction module received mixed response from students. This led us to modify and tailor the curriculum to better cater for the needs of students. Feedback from students and faculty is essential for improvement in the quality of educational interventions.