Developing, Validating, and Implementing a Tool for Evaluating Electronic Assessment at the Faculty of Medicine, Suez Canal University from the Students’ Point of View

Mohamed, Eman Fayez; Hassan, Nahla; Wasfy, Nourhan F.; Fouad, Sally

doi:10.21608/jhpei.2024.320784.1035

Developing, Validating, and Implementing a Tool for Evaluating Electronic Assessment at the Faculty of Medicine, Suez Canal University from the Students’ Point of View

Document Type : Research article

Authors

¹ Demonstrator of Medical Education ,Faculty of Medicine,Suez Canal University,Ismailia,Egypt

² Professor of Medical Education, Faculty of Medicine,Suez Canal Univesity,Ismailia, Egypt

³ Lecturer of Medical Education, Faculty of Medicine, Suez Canal University

⁴ Associate Professor of Medical Education at Faculty of Medicine Suez Canal University

10.21608/jhpei.2024.320784.1035

Abstract

Background: Electronic assessment offers several benefits for teachers and students, including flexibility in time and place, quick results, immediate feedback, and automated grading. Due to these benefits, the Faculty of Medicine at Suez Canal University implemented an e-MCQ assessment. Accordingly, this study aims to develop, validate, and implement a tool to evaluate electronic assessment at the Faculty of Medicine, Suez Canal University, from the student's point of view.
Methods: The study was conducted using an analytical cross-sectional design at the Faculty of Medicine, Suez Canal University (FOM-SCU) in Ismailia during the academic year 2022-2023. It aimed to evaluate the electronic MCQ assessment from the 1st and 2nd year students’ point of view at the Faculty of Medicine, Suez Canal University.
Results: Construct validity evidence for the SSE-MCQA questionnaire was obtained through EFA, and reliability analysis was performed, which revealed high reliability (internal consistency); Cronbach’s alpha coefficient value for the total scale was 0.85. Regarding the satisfaction of the students toward the e-MCQ assessment, they were highly satisfied, with the highest mean score (31.56) of student’s satisfaction with the teaching and learning construct and the lowest mean score (3.4) of student’s satisfaction with the efficacy of the e-MCQ assessment construct.
Conclusion: This study concluded that the SSE-MCQA questionnaire had good reliability and construct validity after measuring construct validity evidence through EFA and reliability analysis. The students generally favored the new implementation of electronic MCQ assessment, finding it effective due to its flexibility and convenience.

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