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Against multiple choice questions.

S G Pickering1

  • 1Emeritus Regius Professor of Medicine at Oxford University, Oxford, UK.

Medical Teacher
|February 1, 2014
PubMed
Summary
This summary is machine-generated.

Sir George Pickering argues against the use of multiple choice questions in medical education. This article provides a critique of their effectiveness and potential drawbacks in assessing student knowledge.

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Area of Science:

  • Medical Education
  • Assessment Methods

Background:

  • Multiple choice questions (MCQs) are a common assessment tool in medical education.
  • Previous discussions in Medical Teacher have explored the utility of MCQs.

Purpose of the Study:

  • To present a case against the widespread use of multiple choice questions in medical education.
  • To critically evaluate the limitations and disadvantages of MCQs as an assessment strategy.

Main Methods:

  • A critical review and argumentation presented by Sir George Pickering.
  • A response to a preceding article on MCQs in Medical Teacher.

Main Results:

  • Presents arguments highlighting the shortcomings of multiple choice questions.
  • Challenges the efficacy of MCQs in comprehensively evaluating medical knowledge and clinical reasoning.

Conclusions:

  • Recommends a re-evaluation of assessment methods in medical training.
  • Suggests that alternative or supplementary assessment strategies may be more appropriate than MCQs.