An evaluation of the undergraduate medicine licensure examinations development and implementation practices
Lessons from Ethiopia with global implications
Bibliographic Data
| ID | 22424596 |
|---|---|
| Authors | Shewatatek Gedamu Wonde (0000-0002-6880-0851, Jimma University, corresponding author), Tefera Tadesse (0000-0002-1770-4659, University of Global Health Equity), Stefan K Schauber (0000-0002-1832-2732, University of Oslo) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Publication date | 2026-03-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 1472-6920 • E-ISSN: 1472-6920 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s12909-026-08980-8 |
| PMID | 41845381 |
| OpenAlex | W7138125824 |
| Language | EN |
| References cited | 33 |
BACKGROUND: The development of undergraduate medicine licensure examinations is critical for ensuring physicians’ competencies. Existing literature primarily focuses on exams Psychometric properties while leaving a gap in understanding the developmental processes, stakeholder engagement, and contextual influences, particularly in resource-limited settings. This study evaluated the mechanisms and stakeholders’ perspectives on shaping the Ethiopian undergraduate medicine licensure examination development and implementation practices. METHODS: A qualitative study design combining a phenomenological orientation with a realistic evaluation approach was employed. Purposive sampling was used to select eight experienced experts from four major stakeholder institutions. Data were collected through key informant interviews and cross-validated against exam development guidelines and expert profile datasets. Thematic analysis was conducted to present challenges, enablers, and institutional factors. RESULTS: The study evidenced that the Ethiopian Undergraduate Medicine Licensure Examination follows a standard approach, consisting of task analysis, blueprint preparation, item construction and appraisal, and exam administration. However, critical gaps were identified in expertise psychometric competencies, and challenges associated with paper-based testing and exam security concerns. CONCLUSION: While participants perceive the undergraduate medicine licensure examination design aligned with national goals, its implementation is compromised by technical and logistic gaps. Transitioning to Computer-Based Testing, professionalizing item writing, and balancing stakeholder representation with experienced experts are essential facets to maintain the exam’s validity.
Accreditation · Curriculum · Educational measurement · Licensure · MEDLINE · Program evaluation · Global Health and Surgery · Innovations in Medical Education · Medical Education and Admissions
| Citation velocity | historical |
|---|---|
| Highly cited | No |