Motivations of assessment item writers in medical programs: a qualitative study
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RESEARCH ARTICLE
Open Access
Motivations of assessment item writers in medical programs: a qualitative study Sowmiya Karthikeyan, Elizabeth O’Connor*
and Wendy Hu
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 evidencebased 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. Keywords: Assessment, Item writing, Motivation, Faculty development, Quality assurance
Background Quality assessment ensures that students achieve intended learning outcomes. The negative impact of poor quality assessment items on learning is well known [1, 2], compromising the attainment of knowledge and skills required for safe and competent practice. Regularly producing sufficient quality items for use in written assessment is a continued problem for those responsible for delivering medical education. Developing new, robust assessment items requires content experts who have diverse teaching, research, clinical practice and administrative roles to also engage in item writing and has proved a perennial problem for medical program directors for
* Correspondence: [email protected] School of Medicine, Western Sydney University, Narellan Road & Gilchrist Drive, Campbelltown, NSW 2560, Australia
which there is little explanatory research from which to design interventions [3]. Developing assessments is recognised as a key teaching competency for medical educators worldwide [4–6]. Standards set by the Association of American Medical Colleges recognises learner assessment as one of five key education activities to be undertaken by educators [5]. In the UK, assessment of learning is an essential domain in the Professional Standards for medical educators from the Academy of Medical Educators [7]. In Australia, the University Teaching, Criteria and Standards framework cites assessment and feedback as one of seven criteria to be achieved by all who teach in higher education [8],
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