As part of an ongoing series of workshops aimed at enhancing the quality of multiple-choice question (MCQ) development in medical education, on May 23, 2025, the Center for Medical Education – University of Medicine and Pharmacy at Ho Chi Minh City, in collaboration with the MEF Project Office, organized a specialized workshop titled “Analysis and Revision of Multiple-Choice Questions” at Lecture Hall 9C, 15-Story Building, UMP HCMC. The workshop received active participation from faculty members across various departments of the Faculty of Medicine.
The academic content of the workshop was led by a team of experienced educators in medical education, including Assoc. Prof. Dr. Le Khac Bao, Assoc. Prof. Dr. Vu Minh Phuc, Assoc. Prof. Dr. Pham Thi Minh Hong, and Dr. Nguyen Duc Khanh.
Figure 1. Assoc. Prof. Dr. Le Khac Bao delivering the opening remarks at the workshop
In the morning session, Assoc. Prof. Dr. Pham Thi Minh Hong introduced key post-exam item analysis indicators, including item difficulty, discrimination index, and distractor quality - foundational metrics for evaluating the quality of an examination. Following this, Assoc. Prof. Dr. Vu Minh Phuc guided participants through the process of improving multiple-choice questions based on item analysis data, including decisions to retain, revise, or discard underperforming items. Notably, the presenter introduced the Evidence-Centered Design (ECD) framework for constructing assessment items, aiming to enhance the validity of assessments and align with competency-based medical education principles.
Figure 2. Assoc. Prof. Dr. Pham Thi Minh Hong presenting on post-exam item analysis
Figure 3. Assoc. Prof. Dr. Vu Minh Phuc presenting the process of improving multiple-choice question writing
Figure 4. Faculty members engaging in discussion with the presenters
The afternoon session was conducted in the form of small-group practical activities. Participating faculty members were divided into groups and tasked with analyzing and revising multiple-choice questions based on post-exam item analysis reports. Each group then presented their work, receiving feedback from both experts and peers. The review process was dynamic and engaging, fostering a positive learning environment and stimulating critical thinking for assessment enhancement.
Figure 5. Working groups presenting their results during the hands-on session
Figure 6. Dr. Nguyen Duc Khanh providing feedback to participants on case-based questions
In the morning session, Assoc. Prof. Dr. Pham Thi Minh Hong introduced key post-exam item analysis indicators, including item difficulty, discrimination index, and distractor quality - foundational metrics for evaluating the quality of an examination. Following this, Assoc. Prof. Dr. Vu Minh Phuc guided participants through the process of improving multiple-choice questions based on item analysis data, including decisions to retain, revise, or discard underperforming items. Notably, the presenter introduced the Evidence-Centered Design (ECD) framework for constructing assessment items, aiming to enhance the validity of assessments and align with competency-based medical education principles.
Figure 7. Faculty members posing for a group photo at the end of the workshop
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