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To explorebarriers and facilitators to writegood quality itemsfor undergraduatedentalassessments.Methods:A qualitative casestudywas conducted from Feb–April2021. Semi-structured interviews were conducted with apurposive sample of eighteenitem writersfrom a public-sector dental instituteof Rawalpindi, Pakistan. The datawere transcribed verbatimand thematicallyanalyzedto extract themes regarding barriers and facilitators to write goodquality items.All quality assurance procedures of qualitative research were ensured during the researchprocess.Results:Five themes related to barriers and three themes related to facilitatorsto writegood quality itemsemerged from the data. Theparticipants reported more barrierssuch as lack of frequent trainingand lack of peer review and feedback. Other barrierswere demotivation due to lack of acknowledgement or monetary incentives, lack of content and construct expertise, clinical workload,and contextual barriers such aslack of internet facility, outdated library, andlack ofplace and time allocation for item construction.Facilitators were availability of peerreview,feedback from post-hocanalysis, motivation due tothesenior designation, clinical experience, and ample timefor basic sciences faculty.Conclusion:Frequent item writing training, strong peer review process,pre-exam item vetting bythedentaleducation department,and institutional improvementssuch as striving for content experts,time and place allocation for item construction,internet facility, updated library,and equal distribution of workload among facultycould enhance the quality of items. Moreover, ways to inculcate motivation among item writers such as appreciation or monetary incentives could be usedto improve the quality of undergraduate assessments
Dr.Anbreen Aziz, Moneezhay Jaffer, Aasma Qaiser, Lubna Siddique, Sarah Ali. (2022) BARRIERS AND FACILITATORS TO WRITE GOOD QUALITY MCQsFOR DENTAL ASSESSMENTS: A QUALITATIVE CASE STUDY, JOURNAL OF AYUB MEDICAL COLLEGE ABBOTTABAD, Volume 34, issue1.
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