Improving the MCQ Quality in Basic Medical Sciences through a Novel Interventional Approach

Abstract Background MCQs are commonly used to assess theoretical knowledge efficiently. High-quality MCQs have high Cronbach's alpha values and strong item analysis scores, linked to effective assessment. We hypothesized that using a standardized self-evaluation checklist by faculty can improve the MCQ-quality index. Method A quasi-experimental study was conducted with the faculty of basic medical sciences to assess the impact of self-evaluation, using a checklist as an interventional tool on MCQ quality. A predesigned checklist was familiarized to the faculty members in a discussion session. After the intervention, only self-evaluated MCQs were included. MCQ quality was measured through item analysis before and after intervention. To establish a statistical difference Chi-square test was employed. Results MCQ-reliability was insignificantly improved through intervention from low to acceptable levels for all study subjects. Post-intervention, the difficulty index expressed a 0.6% rise (p = 0.026) in ‘Difficult items’ for Anatomy; a 16.43% decline in ‘Easy items’ as well as a 15% rise in ‘Good/Acceptable items’ for physiology (p = 0.005); and for Oral Biology a 1.11% (p = 0.000) raised ‘Difficult items’. Point-Biserial Correlation exposed a 2.11% reduction in ‘Defective items’ for Anatomy (p = 0.000), a 2.5% increase in ‘Excellent items’ for Physiology (p = 0.000), and for Oral Biology, a 9.72% decline in ‘Poor items’ and a 14.72% rise in ‘Excellent items’ (p = 0.000). An escalation of 26.43% (p = 0.000), 12.5% (p = 0.004), and 46.66% (p = 0.000) in distractor efficiency of MCQs with well-functional distractors for Anatomy, Biochemistry, and Oral Biology respectively was evident. Academic results supplemented, with a 17.83% (p = 0.004), 28.65% (p = 0.000), and 23.06% (p = 0.000) rise in ‘Good’ for Anatomy, Biochemistry, and Oral Biology respectively, while a 22.66% (p = 0.000) increase in ‘Satisfactory’ performing students for Physiology. Conclusion The use of a checklist as a self-evaluation interventional tool significantly enhanced the quality of MCQ-based assessments, with improved indices of reliability, difficulty, discrimination, distractor efficiency, and student academic performance.