[2, 3] One study evaluated the differences between case-based and non-case-based

items in specific topics (e.g. cardiology, psychiatry, infectious diseases) during pharmacy therapeutics courses.[2] The authors reported that case-based questions had lower discrimination scores while displaying no difference in difficulty compared to non-case-based items. However, specific content (e.g. dosing) or format types (e.g. K-type) of items were not assessed. Other fields of science have also evaluated examinations based on difficulty and discrimination.[3] However, the focus was only on gender differences among faculty and did not examine differences between the content or format types of items. Therefore, the purpose of this study was to identify differences in difficulty CAL-101 molecular weight and discrimination among multiple-choice examinations items with regards to format and content. After Institutional Review Board (IRB) approval, Navitoclax in vivo all assessment

items were retrieved from the therapeutics and pathophysiology (TP) courses I, II and III sequences during 2008–2009 at Nova Southeastern University College of Pharmacy, in Florida, USA. Each course administered four examinations with 40–55 items per exam each semester. The study was started after students had completed the courses and begun their advanced pharmacy practice experiences. Therefore, IRB approval (exempt level) did not require consent from the students since the study would have no impact on their grades, statistics provided were in aggregate and identification of student-specific scores was not possible. The assessment items collected were completed by the same class of pharmacy students during their second and third professional years attending Nova Southeastern University College of Pharmacy. Authors identified five format categories of multiple-choice questions: Standard, Case-based, Statement, True/False and K-type (Table 1). A Standard item was one in which a straightforward question was asked. A Case-based item was one in which a question was asked based on information presented

in a case. A Statement item was one in which a question asked the student to choose the correct/incorrect statement presented in the foils. A True/False item was one in which a student must decide whether the statement Racecadotril presented was true or false. Finally, a K-type question was one in which several statements were presented and the student must choose which statement(s) were correct/incorrect. Examples of questions for each classification are provided in Table 2. Each item was also categorized by content: pathophysiology, therapeutics and dosing (Table 1). Three faculty members (SB, JM, WW) were given copies of the examinations and each individually reviewed and categorized all items according to format and content type using the Delphi technique (Figure 1).