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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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For multiple choice questions.

J Anderson1

  • 1The Medical School, University of Newcastle upon Tyne, Newcastle, upon Tyne NE1 7RU, UK.

Medical Teacher
|February 4, 2014
PubMed
Summary
This summary is machine-generated.

Multiple Choice Questions (MCQs) are widely used in medical education assessments in the UK and USA. This paper objectively examines the role and controversies surrounding MCQs in medical examinations.

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Area of Science:

  • Medical Education
  • Assessment Methods

Background:

  • Multiple Choice Questions (MCQs) have been a standard assessment tool in UK and US medical schools for over two decades.
  • MCQs are prevalent in both undergraduate and postgraduate medical examinations, making them a common experience for students.

Purpose of the Study:

  • To objectively evaluate the technique of Multiple Choice Questions (MCQs) in medical education.
  • To address the ongoing debate and potential antagonism surrounding the use of MCQs in assessments.

Main Methods:

  • This paper provides an objective review and discussion of the MCQ format.
  • It considers the advantages and disadvantages of various question types, the "don't know" option, and scoring/analysis methods.

Main Results:

  • The primary focus of current debate is on MCQ question types, scoring, and analysis, rather than their fundamental place in assessment.
  • Despite widespread use, MCQs still evoke suspicion and antagonism among some students and educators.

Conclusions:

  • An objective examination of the MCQ technique is warranted due to persistent controversy.
  • Understanding the nuances of MCQ design and implementation is crucial for effective medical assessment.