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Related Experiment Videos

Do medical students learn from multiple choice examinations?

P J Rees

    Medical Education
    |March 1, 1986
    PubMed
    Summary
    This summary is machine-generated.

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    Providing students with feedback on examination answers enhances learning of specific content. However, this feedback does not broadly increase knowledge within the same subject area.

    Area of Science:

    • Educational Psychology
    • Assessment and Evaluation

    Background:

    • Student learning is influenced by various pedagogical methods.
    • The impact of examination feedback on knowledge acquisition requires further investigation.

    Purpose of the Study:

    • To determine if immediate feedback on multiple-choice examination performance improves student learning.
    • To assess whether feedback enhances understanding of specific questions versus general subject knowledge.

    Main Methods:

    • Fifty-two students completed two multiple-choice exams separated by eight months.
    • One group received immediate feedback and discussion after the first exam; the control group did not.
    • Exam questions included repeated items and new items with repeated stems but different options.

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    Main Results:

    • Both groups showed similar score increases on questions with new options.
    • The feedback group demonstrated significantly greater improvement on repeated questions compared to the control group.
    • No significant difference in score improvement was observed for questions covering the same topic but with different options.

    Conclusions:

    • Immediate feedback on examination answers effectively promotes learning of specific tested material.
    • Examination feedback does not appear to foster a generalized increase in understanding within the broader subject area.