• Amar Ibrahim Omer Yahia.
• Department of Basic Medical Sciences, Unit of Pathology (Haematology), College of Medicine, University of Bisha, PO Box 199, Bisha 61922, Saudi Arabia.
• Natl Med J India. 2021 Nov 1; 34 (6): 359-362.

AbstractBackground In medical education, the need to obtain reliable and valid assessments is critical for the learning process. This study implemented a post-validation item analysis to create a supply of valid questions for incorporation into the question bank. Methods A cross-sectional study was performed in the College of Medicine, University of Bisha, Saudi Arabia. The study was targeting 250 items and 750 distractors from 2017 to 2020. The post-validation item analysis was done to evaluate the quality of the items using test-scoring and reporting software. Data were analysed by SPSS Version 25. Quantitative variables were expressed as mean (SD), while qualitative variables were expressed as number and percentage. An independent t-test was done to reveal the association between the item analysis parameters. A value of p<0.05 was considered statistically significant. Results The mean difficulty index (DIF I), discrimination index (DI) and distractors efficacy (DE) were 73.8, 0.26 and 73.5%, respectively. Of 250 items, 38.8% had an acceptable DIF I (30%-70%) and 66.4% had 'good to excellent' DI (>0.2). Of 750 distractors, 33.6%, 37%, 20% and 9.2% had zero, one, two and three non-functional distractors, respectively. The mean Kuder-Richardson was 0.76. The DIF I was significantly associated with DE (p=0.048). The post-validation item analysis of this study showed that a considerable proportion of questions had acceptable parameters and were recommended for item banking. However, some questions needed to be rephrased and reassessed or discarded. Conclusion Three-option multiple-choice questions should be considered for future examinations to improve the assessment process.

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