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Related Experiment Videos

Multiple choice questions. The debate goes on.

B Joorabchi, A R Chawhan

    British Journal of Medical Education
    |December 1, 1975
    PubMed
    Summary

    Medical student evaluations correlate strongly with factual recall, not clinical problem-solving skills. Standard multiple-choice questions (MCQs) poorly assess medical competence, though improved MCQs can measure key educational objectives.

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    Area of Science:

    • Medical Education
    • Assessment and Evaluation

    Background:

    • Traditional medical student comprehensive examinations utilize various question formats.
    • These include multiple-choice questions (MCQs) for factual recall and problem-solving, alongside simulated patient management problems (PMPs).

    Purpose of the Study:

    • To evaluate the correlation between different assessment methods and overall academic standing.
    • To determine the effectiveness of various question types in measuring medical competence.

    Main Methods:

    • Comparing scores from recall-based MCQs, problem-solving MCQs, and PMPs.
    • Correlating these scores with five-year cumulative class standing.

    Main Results:

    • Class standing showed a high correlation with recall-based MCQs.
    • Correlation decreased with problem-solving MCQs and PMPs, with no significant correlation for problem-solving MCQs at the extremes of class standing.
    • Recall-based MCQs showed a significant negative correlation with PMPs.

    Conclusions:

    • Medical student class standing primarily reflects factual recall ability.
    • Standard MCQs are inadequate for discriminating medical competence.
    • Well-designed MCQs can effectively assess higher-order medical education objectives.

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