Inclusion of MCQs written by radiology residents in their annual evaluation: innovative method to enhance resident’s empowerment?

Abstract

Abstract Aim We hypothesized that multiple-choice questions written by radiology residents (MCQresident) for their weekly case presentations during radiology staff meetings could be used along with multiple-choice questions written by radiology teachers (MCQteacher) for their annual evaluation. The current prospective study aimed at determining the educational characteristics of MCQresident and at comparing them with those of MCQteacher. Methods Fifty-one radiology residents of the first to the fifth year of training took the 2017 exam that contained 58 MCQresident and 63 of MCQteacher. The difficulty index, the discrimination power, and the distractor’s quality were calculated in the two series of MCQs and were compared by using Student t test. Two radiologists classified each MCQ according to Bloom’s taxonomy and frequencies of required skills of both MCQ series were compared. Results The mean ± SD difficulty index of MCQresident was statistically significantly higher than that of MCQteacher (0.81 ± 0.1 vs 0.64 ± 0.2; p < 0.0001). The mean ± SD discrimination index of MCQresident was statistically significantly higher than that of MCQteacher (0.34 ± 0.2 vs 0.23 ± 0.2; p = 0.0007). The mean number of non-functional distractors per MCQresident was statistically significantly higher than that per MCQteacher (1.36 ± 0.9 vs 0.86 ± 0.9; p = 0.0031). MCQresident required recalling skills more frequently than MCQteacher which required more advanced skills to obtain a correct answer. Conclusions Educational characteristics of MCQresident differ from those of MCQteacher. This study highlights the characteristics to optimize the writing of MCQs by radiology residents.

Keywords

• Radiology training
• Surveys and questionnaires
• Quality
• Learning
• Internship and residency