Item Analysis of Multiple-Choice Questions in Pharmacology in an Indian Medical School

Abstract Introduction Student assessment by multiple-choice questions (MCQs) is an integral part of student evaluation in medicine. The medical teacher should be trained to construct item with proper stem and valid options. Periodic analyses will make the process more meaningful. Hence, we conducted study analyze MCQs (item analysis) tested on a batch MBBS students pharmacology their three internal examinations. Methods was Department Pharmacology college Mangaluru 150 students. examinations (20 each) respectively were analyzed. We analyzed each question for difficulty index (DI), discrimination (DsI), distracter efficacy or functionality expressed percentage results. Results DI acceptable range 60, 75, 90%, respectively, assessments. “too difficult” 10, 20, 10% average DsI 0.32 ± 0.04, 0.28 0.02, 0.26 respectively. In second third assessments, 95% had functional distracters, while first assessment, only 60% distracters. Conclusion conclude from our that even though items framed assessments quality terms parameters assessed, must improve MCQ’s construction selecting distracters some topics.