ArticleBMC medical education2025
Quantitative and qualitative item analysis of exams of basic medical sciences departments of Tabriz University of Medical Sciences in 2023.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Exploring the length and time related concepts for scenario-based multiple-choice questions through perspectives of medical education experts: a mixed-method approach.Korean journal of medical education · 2026Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundGiven the importance of aligning assessments with curriculum standards and the necessity for valid, structured, and standardized multiple-choice tests, this study aimed to conduct a quantitative and qualitative analysis of MCQ exams within the basic medical sciences departments at the Faculty of Medicine of Tabriz University of Medical Sciences in 2023.
methodsThis descriptive-analytical study was conducted to quantitatively and qualitatively analyze all tests administered in the basic medical sciences groups at Tabriz University of Medical Sciences during the first semester of the 2023 academic year. The core basic courses evaluated in this study included Anatomical Sciences, Physiology, Microbiology & Parasitology, Immunology, Medical Physics, Biochemistry, and Genetics. The questions' Facility Value, discrimination index, and each exam's internal consistency (by KR20) were evaluated. Qualitative assessments of the tests were conducted to assess content validity, and reliability, ensuring alignment with the educational objectives of basic medical sciences.
resultsOverall analysis revealed that 404 (50%) questions were appropriately difficult. The effectiveness of distractors was commendable, with only 1.8% being classified as non-functional. Of 810 questions, only 1.2% had a negative discrimination index, while 559(69%) showed a good discrimination index. Validity analysis revealed that 96.6% of the curriculum content was adequately covered in the exams based on the blueprints. All of the questions assessed recall level of cognition.
conclusionThis analysis showed that most questions were functioning effectively. However, a subset could benefit from refinement to enhance their clarity and effectiveness in assessment.
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Registered trials
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