Enhancing Faculty Competence in MCQs Construction Through Professional Development Workshops: A Qualitative Study

Abstract

Background: Multiple-choice questions (MCQs) are among the most widely used assessment tools in medical and dental education because they facilitate objective evaluation of students' knowledge, reasoning, and clinical decision-making abilities. However, poorly constructed MCQs can reduce examination validity, encourage superficial learning, and fail to discriminate between different levels of student competence.

Objective: To explore faculty members' perceptions regarding the effectiveness of MCQ development workshops and identify perceived benefits, challenges, and recommendations for improving future training programs.

Methodology: A qualitative exploratory study was conducted at a private medical college between January and March 2026. Twenty faculty members representing both basic and clinical sciences were selected through purposive sampling after participating in an institutional MCQ development workshop. Semi-structured, face-to-face interviews were conducted using a validated interview guide. Interviews were audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke's six-step thematic analysis approach. Credibility was enhanced through member checking, peer debriefing, and independent coding by two researchers.

Results: Four major themes emerged from the analysis: enhancement of assessment knowledge, increased confidence in MCQ construction, barriers to implementing learned practices, and recommendations for strengthening faculty development. Participants reported improved understanding of Bloom's taxonomy, item-writing guidelines, and cognitive level assessment. Time constraints, limited opportunities for feedback, and insufficient post-workshop mentoring were identified as significant barriers. Faculty recommended periodic refresher workshops, structured peer review, and institutional support for sustainable assessment improvement

Conclusion: Faculty perceived MCQ development workshops as valuable in improving assessment literacy and confidence in constructing high-quality examination items. Continued mentorship, regular refresher training, and institutional commitment are essential for sustaining improvements in assessment quality and promoting educational excellence.