Comparison of Analytic Indices of In-Person vs. Online Exams in an Iranian Medical University in the Academic Year 2020

Background: Currently, many medical universities in Iran use e-learning programs to educate and evaluate students. This teaching and assessment method is highly significant during the coronavirus epidemic. Objectives: The present study was conducted to compare the analytic indices of in-person vs. online exams at the Kerman University of Medical Sciences, (KMUS) Iran. Methods: This descriptive-analytical cross-sectional study was conducted in 2020. The study samples included all exams given at the KMUS and midterm exam scores obtained from inperson and online courses in the first and second semesters in the academic year 2019-2020. The exams were selected based on courses, and the same courses were offered both in-person and online; thus, only one group was studied. Course exam indicators, including difficulty and discriminative index, were examined. Data analyzed using SPSS software version 22. Results: The mean of the difficulty index related to in-person and online exams were (0.62 ± 0.1) and (0.68 ± 0.1), respectively. (P=0.01). The mean of the discriminative index related to in-person (0.30± 0.07) and online (0.33± 0.08) exams had no statistically significant difference (P>0.05). The frequency of easy questions in online exams was significantly higher, (55% vs. 43%) (p = 0.008). The frequency of questions with an appropriate discriminative index was significantly higher for in-person exams compared to online exams (58% vs. 54%) (p = 0.01). Conclusion: The difficulty index was acceptable and appropriate for both in-person and online exams. Both exams had appropriate quality according to the discriminative index Therefore, it seems that e-learning programs and assessments can be a good alternative to in-person teaching in emergencies.