Motivations of assessment item writers in medical programs: a qualitative study.
Ontology highlight
ABSTRACT: Background
The challenge of generating sufficient quality items for medical student examinations is a common experience for medical program coordinators. Faculty development strategies are commonly used, but there is little research on the factors influencing medical educators to engage in item writing. To assist with designing evidence-based strategies to improve engagement, we conducted an interview study informed by self-determination theory (SDT) to understand educators' motivations to write items.Methods
We conducted 11 semi-structured interviews with educators in an established medical program. Interviews were transcribed verbatim and underwent open coding and thematic analysis.Results
Major themes included; responsibility for item writing and item writer motivations, barriers and enablers; perceptions of the level of content expertise required to write items; and differences in the writing process between clinicians and non-clinicians.Conclusions
Our findings suggest that flexible item writing training, strengthening of peer review processes and institutional improvements such as improved communication of expectations, allocation of time for item writing and pairing new writers with experienced writers for mentorship could enhance writer engagement.
SUBMITTER: Karthikeyan S
PROVIDER: S-EPMC7523313 | biostudies-literature | 2020 Sep
REPOSITORIES: biostudies-literature
Publications
Motivations of assessment item writers in medical programs: a qualitative study.
Karthikeyan Sowmiya S O'Connor Elizabeth E Hu Wendy W
BMC medical education 20200929 1
<h4>Background</h4>The challenge of generating sufficient quality items for medical student examinations is a common experience for medical program coordinators. Faculty development strategies are commonly used, but there is little research on the factors influencing medical educators to engage in item writing. To assist with designing evidence-based strategies to improve engagement, we conducted an interview study informed by self-determination theory (SDT) to understand educators' motivations ...[more]
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