Enhancing Item Writing Skills In Undergraduate Dental FacultyThrough Constructive Feedback

Objective: To evaluate the improvement in multiple-choice question (MCQ) writing skills among undergraduatedental faculty and to assess the impact of feedback on the quality of MCQs they developed.Methods: The study was conducted at Liaquat College of Medicine & Dentistry using a follow-up cohort design over six months, following Institutional Review Board (IRB) approval. A non-probability convenience sampling method included all faculty members from the Bachelor of Dental Surgery (BDS) program as participants. Data collection occurred in two phases: Phase 1: Faculty members were asked to create MCQs and complete a pre-validated self-assessment feedback questionnaire. These MCQs were evaluated by a panel of medical education specialists based on established educational criteria. Phase 2: Faculty received detailed feedback on their MCQs and were asked to revise them accordingly. After revising their MCQ, participants filled out a post-activity questionnaire to assess their improvements. The data analysis was done using Mann Whitney U test to compare responses between the pre and post-workshop phases.Results: The study demonstrated significant improvements in MCQ development, with 85% of faculty showing enhanced alignment of learning objectives, 78% improving lead-in clarity, and 90% avoiding item-writing flaws. Additionally, 82% of participants improved in creating homogenous options and avoiding problematic terms. However, post-test responses showed a wider interquartile range IQR (2–5) in grammatical structuring, indicating mixed improvements, while the IQR for the time allocated to MCQ development remained consistent at 4–5, with most participants agreeing it was sufficient.Conclusion: This study concludes that dental faculty’s MCQ writing skills will considerably improve by focused feedback and regular faculty development program. As a result, dental undergraduate assessments would be equipped with better alignment with learning objectives, non-flawed & precise questions to enhance overall learner’s outcome