key: cord-1045197-4geec4dj authors: Anschuetz, Wilma; Wagner, Felicitas; Jucker-Kupper, Patrick; Huwendiek, Sören title: Workshops for developing written exam questions go online: appropriate format according to the participants date: 2021-01-28 journal: GMS J Med Educ DOI: 10.3205/zma001413 sha: d063c21908c305c9603f34428c09647500c76c83 doc_id: 1045197 cord_uid: 4geec4dj Background: The Corona pandemic has made it difficult to conduct face-to-face events, which is why two workshops planned for the development of multiple choice (MC) questions were conducted online. Whether the online format is suitable for MC question development has not yet been described to our knowledge. Questions: The study aimed to answer the following questions from the perspective of the participants: How are the two online workshops evaluated in terms of their implementation? Are these online workshops suitable for developing MC questions? Is the online or face-to-face format preferred? As a measure of efficiency, it was examined whether the expected question output (standard of comparable face-to-face workshops) was achieved in the online workshops. Methods: In May and June 2020, two online workshops with a total of 24 participants were conducted for Swiss professional societies with SWITCHinteract. The participants’ feedback was collected via an anonymous online survey with 21 questions. Results: 88% of the participants took part in the voluntary online survey. The participants were satisfied with the implementation and found the online format suitable. The majority of the participants did not show a preference for a certain format (online vs. face-to-face), although in case of a format preference the online format was indicated more often. The expected question output was exceeded in both workshops. Technical aspects were most frequently cited as requiring improvement. Conclusion: Based on the results, online workshops for MC question development can be considered as a resource-saving and efficient alternative to face-to-face workshops. Increased use and optimization of online tools could further facilitate implementation and influence the format preference. The development of multiple choice (MC) exam questions is a demanding process that can be efficiently carried out in structured face-to-face workshops [1] . During the corona pandemic, face-to-face workshops were made more difficult due to necessary safety concepts, which is why planned in-person workshops were conducted online. Publications on other online events show that they are well suited for knowledge transfer [2] , [3] and offer advantages such as flexibility, as well as time and cost savings [2] , [4] , [5] , which results in a high willingness to participate and acceptance [6] , [7] , [8] , [9] . To our knowledge, there are no studies that have investigated the suitability of an online workshop for MC question development. This study aimed to answer the following questions from the perspective of the participants: 1. How are the two online workshops evaluated in terms of implementation? 2. Are these online workshops suitable for developing MC questions? 3. Is an online or face-to-face format preferred? In terms of efficiency, the following was examined: 4 . Is the expected question output in the online workshops achieved? Table 3 : Demographic data of the participants. All data in percent (rounded). In May and June 2020, two independent question workshops for Swiss professional societies with a total of 24 participants were conducted online. The same question output was expected as for a face-to-face workshop (see table 1 ). The workshops were conducted with SWITCHinteract [https://www.switch.ch/interact/], an Adobe Connect based online seminar tool, which is recommended for webinars with features such as video conferencing, breakout rooms and screen-share [4] . In the run-up to the seminar, participants were given instructions on how to develop MC questions and set up SWITCHinteract (including test login). The workshops were conducted based on that of face-to-face workshops (see table 2 ). All results are presented descriptively. Due to the small number of cases no statistical comparisons were calculated. The free text comments were analyzed with regard to recurring topics. In the following, the results are only presented for those 16 questions that are relevant for the answers to the research questions. The response rate was 88% (21/24 participants). 38% of the participants had previous experience as question authors, 14% with question workshops (see table 3 ). Overall, the participants rated the implementation (organization, schedule, support, content) as good (see table 4 ). On average, the participants were (rather) skeptical in advance whether the virtual implementation was suitable. In the end, the online format and SWITCHinteract were considered suitable on average. The majority of the participants were happy about the elimination of the travel time, which would have added up to 46 hours (see table 5 ). External factors disturbed 43% of participants moderately (see table 6 ). In the free text questions a few aspects were mentioned several times (see table 7 ). There was no clear preference for a workshop format. The majority of participants saw advantages and disadvantages in both formats (see figure 1 ). In both workshops the expected question output was exceeded (see table 8 ). This study examined the suitability of online workshops for the development of MC questions. The participants were satisfied with the implementation and found the online format and the tool used to be suitable, although there were some online skeptics in the run-up to the workshop. A total of 46 hours of travel time was saved, which the majority of participants found to be an advantage. The majority (57%) of the participants showed no preference, 29% preferred an online format and 14% a face-to-face format. The expected question output was exceeded in both workshops. External factors disturbed 43% of the participants moderately. Technical problems were most frequently mentioned as an aspect in need of improvement in the free text questions. With the implementation judged to be good and the online format perceived as suitable, questions 1 and 2 can be answered positively. Together with the high question output, this indicates that the procedure, content and expected output of the face-to-face workshop were transferable to the online format. The reported time savings and related cost and CO 2 savings were also described in other publications [2] , [6] , [7] . Our results lead to the conclusion that technical aspects should be optimally prepared (detailed advance information on the online tool, test login, function of microphone/camera/screen share, stable Internet, quiet environment) in order to minimize disruptive factors as much as possible. The majority of the participants did not have a clear format preference, but more participants who stated a preference preferred the online format, which confirms the results of [2] . Limitations of this study are the small number of participants and the fact that it cannot be assessed at this point whether the quality of the questions (performance in exams) is comparably high. Based on the available results, online workshops for the development of MC questions can be regarded as a resource-saving and efficient alternative to face-to-face workshops. In addition to optimal technical preparation, increased use and optimization of online tools could fa-cilitate implementation in the future and influence format preference. [2] , [3] und Vorteile wie Flexibilität, Zeitund Kostenersparnis mit sich bringen [2] , [4] , [5] , was in hoher Teilnahmebereitschaft und Akzeptanz resultiert [6] , [7] , [8] , [9] . Nach unserem Wissen existieren keine Studien, welche die Eignung von Online-Workshops für die MC-Fragenerstellung untersucht haben. Diese Studie hatte das Ziel, folgende Fragen aus Sicht der Teilnehmenden (TN) zu beantworten: Alle Ergebnisse sind deskriptiv dargestellt. Aufgrund der kleinen Fallzahl wurden keine statistischen Vergleiche berechnet. Die Freitextkommentare wurden hinsichtlich wiederkehrender Themen analysiert. Im Folgenden werden nur die Ergebnisse zu denjenigen 16 Fragen dargestellt, welche für die Beantwortung der Fragestellungen relevant sind. Die Rücklaufquote betrug 88% (21/24 Teilnehmende (TN)). Vorerfahrung als FragenautorIn hatten 38% der TN, 14% mit Fragen-Workshops (siehe Tabelle 3). Die Durchführung (Organisation, Ablauf, Betreuung, Inhalt) wurde von den TN insgesamt gut beurteilt (siehe Tabelle 4). Es zeigte sich keine eindeutige Präferenz eines Workshop-Formates. Die Mehrheit der TN sah Vor-und Nachteile in beiden Formaten (siehe Abbildung 1). In beiden Workshops wurde der erwartete Fragenoutput übertroffen (siehe Tabelle 8). Wir bedanken uns bei allen Teilnehmenden für ihr Engagement im Vorfeld und während der Workshops, sowie für die Teilnahme an der Umfrage. Zielführende Erstellung von Prüfungsfragengemeinsam geht's besser. Bern: Universität Bern, Institut für medizinische Lehre Evaluating the usefulness and utility of a webinar as a platform to educate students on a UK clinical academic programme Evaluating Accessible Sleep Health Information in Rural and Urban Contexts: Delivery Face-to-Face or Online Time to be online or time to be present?-Time to join forces H3ABioNet Research working group as members of the H3Africa Consortium. Ten simple rules for organizing a webinar series Improving on legacy conferences by moving online How scientific conferences will survive the coronavirus shock Loving the minimal FOMO': First major physics conference to go virtual sees record attendance Learning to love virtual conferences in the coronavirus era Zielführende Erstellung von Prüfungsfragengemeinsam geht's besser. Bern: Universität Bern, Institut für medizinische Lehre Evaluating the usefulness and utility of a webinar as a platform to educate students on a UK clinical academic programme Evaluating Accessible Sleep Health Information in Rural and Urban Contexts: Delivery Face-to-Face or Online Time to be online or time to be present?-Time to join forces H3ABioNet Research working group as members of the H3Africa Consortium. Ten simple rules for organizing a webinar series Improving on legacy conferences by moving online How scientific conferences will survive the coronavirus shock Loving the minimal FOMO': First major physics conference to go virtual sees record attendance Learning to love virtual conferences in the coronavirus era Workshops for developing written exam questions go online: appropriate format according to the participants We would like to thank all participants for their commitment before and during the workshops and for participating in the survey. The authors declare that they have no competing interests. Die Autor*innen erklären, dass sie keinen Interessenkonflikt im Zusammenhang mit diesem Artikel haben.