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Surveys

Surveys

Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...

Guidelines for Writing Outcome

Guidelines for Writing Outcome

When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Metacognition

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...

Blind Procedures

Blind Procedures

Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which...

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Updated: Sep 15, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Learning Outcomes From Health Professions Students Who Generate Multiple-Choice Questions: A Scoping Review.

Patricia B Griffith¹, Patricia Pawlow

¹Author Affiliation: School of Nursing, University of Pennsylvania, Philadelphia, Pennsylvania.

|July 14, 2025

Summary

This summary is machine-generated.

Writing multiple-choice questions (MCQs) enhances learning for health professions students. This active learning strategy improves knowledge and perception, particularly in graduate nursing education.

Keywords:

educational measurement high stakes testing learning nursing education teaching strategies

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Area of Science:

Medical Education
Health Professions Education
Nursing Education

Background:

Multiple-choice questions (MCQs) are crucial for certification exams and remain relevant in competency-based education.
Student-generated MCQs offer an evidence-based learning modality, though research in graduate nursing education is limited.
Constructing MCQs may foster higher competence than merely answering them.

Purpose of the Study:

To identify and synthesize existing evidence on the learning outcomes associated with health professions students creating MCQs.
To evaluate the effectiveness of MCQ writing as a pedagogical strategy in health professions education.

Main Methods:

A systematic scoping review was conducted by two independent reviewers.
Searches were performed across four databases, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines.
Arsksey and O'Malley's framework guided data charting and theme development.

Main Results:

Faculty involvement was linked to improved MCQ quality.
Collaborative learning in small groups enhanced student knowledge and positive perceptions.
The inclusion of student-generated MCQs in examinations positively impacted learning outcomes.

Conclusions:

MCQ writing emerges as a potentially valuable active learning strategy for graduate health students.
This method is particularly relevant for students facing high-stakes MCQ-based examinations.
Further exploration of MCQ construction in graduate health education is warranted.