ArticleCureus2026
Impact of a Structured Faculty Development Program on Reducing Examiner Variability in Undergraduate Medical Theory Assessments: A Quasi-Experimental Study.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
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5 authors.
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Abstract
introductionExaminer variability in medical theory assessments might compromise fairness, reliability, and learner trust. The present study aimed to evaluate the effect of a structured faculty development program (FDP) on reducing examiner variability and improving scoring consistency in undergraduate medical theory assessments using short essay questions (SEQs) and multiple-choice questions (MCQs). MATERIALS AND
methodsThis quasi-experimental study involved 32 experienced physiology faculty members from medical colleges affiliated with a state health university in India. Participants were divided into a trained group (n = 16) and an untrained control group (n = 16). All examiners first scored identical anonymized answer scripts (one SEQ and ten MCQs) under standard conditions without rubrics or answer keys. Following a three-week washout period, the trained group participated in a structured faculty development program focused on assessment literacy, rubric design, examiner calibration, and reflective practices. Both groups then re-scored the same scripts. Intra-rater consistency, inter-rater reliability (intraclass correlation coefficients as ICC and Fleiss' kappa), and scoring accuracy were compared pre- and post-intervention.
resultsThe structured FDP significantly reduced examiner variability in undergraduate medical theory assessments. Trained examiners showed marked improvements in intra-rater consistency, inter-rater reliability (SEQ ICC from 0.79 to 0.91; MCQ Fleiss' kappa from 0.16 to 0.33), and MCQ accuracy (48% to 88%). Variability decreased substantially in the trained group, while the untrained group exhibited minimal change or slight decline. Significant group × time interaction (p = 0.013 for SEQs) and group main effect (p = 0.043 for MCQs) confirmed the intervention's effectiveness. These findings highlight the value of targeted FDPs in enhancing assessment fairness and reliability in medical education.
conclusionA targeted, short-duration FDP effectively reduced examiner variability and enhanced reliability in undergraduate theory assessments. Implementing such programs can promote fairer, more defensible evaluations in medical education, particularly in resource-constrained settings.
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