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Answering multiple-choice questions in high-stakes medical examinations
Objectives To examine whether changing initial answers during a multiple‐choice question (MCQ) test in medicine brings about better overall test results, as has been shown in other academic fields. Methods A total of 36 answer books from the German Second National Medical Board Examination, with 5...
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| Published in: | Medical education 2005-09, Vol.39 (9), p.890-894 |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c4633-6c727e4485c3baf9f33cdcd05ba6994ec425fb65284d222664177d0df028d683 |
| container_end_page | 894 |
| container_issue | 9 |
| container_start_page | 890 |
| container_title | Medical education |
| container_volume | 39 |
| creator | Fischer, Martin R Herrmann, Sibyl Kopp, Veronika |
| description | Objectives To examine whether changing initial answers during a multiple‐choice question (MCQ) test in medicine brings about better overall test results, as has been shown in other academic fields.
Methods A total of 36 answer books from the German Second National Medical Board Examination, with 580 MCQs (where 1 answer out of 5 must be selected), were used for analysis.
Results We confirmed that high‐stakes MCQ test scores in medicine did indeed improve when students changed their answers once. Further changes of answers did not improve the scores.
Conclusions In written, high‐stakes medical examinations, we recommend that students be encouraged, after further reflection, to change their answers in MCQ tests for questions for which they had previously had doubts about the answers. |
| doi_str_mv | 10.1111/j.1365-2929.2005.02243.x |
| format | article |
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Methods A total of 36 answer books from the German Second National Medical Board Examination, with 580 MCQs (where 1 answer out of 5 must be selected), were used for analysis.
Results We confirmed that high‐stakes MCQ test scores in medicine did indeed improve when students changed their answers once. Further changes of answers did not improve the scores.
Conclusions In written, high‐stakes medical examinations, we recommend that students be encouraged, after further reflection, to change their answers in MCQ tests for questions for which they had previously had doubts about the answers.</description><identifier>ISSN: 0308-0110</identifier><identifier>EISSN: 1365-2923</identifier><identifier>DOI: 10.1111/j.1365-2929.2005.02243.x</identifier><identifier>PMID: 16150028</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Science Ltd</publisher><subject>Choice Behavior ; choice behaviour ; Curriculum subjects: programmes and methods ; education ; Education, Medical, Undergraduate - methods ; Educational Measurement ; Educational sciences ; Female ; Germany ; Humans ; Male ; medical ; Medical and paramedical education ; medical/psychology ; students ; Students, Medical - psychology ; Teaching methods ; undergraduate/methods</subject><ispartof>Medical education, 2005-09, Vol.39 (9), p.890-894</ispartof><rights>2006 INIST-CNRS</rights><rights>Copyright Blackwell Publishing Sep 2005</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4633-6c727e4485c3baf9f33cdcd05ba6994ec425fb65284d222664177d0df028d683</citedby><cites>FETCH-LOGICAL-c4633-6c727e4485c3baf9f33cdcd05ba6994ec425fb65284d222664177d0df028d683</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=17062351$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/16150028$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Fischer, Martin R</creatorcontrib><creatorcontrib>Herrmann, Sibyl</creatorcontrib><creatorcontrib>Kopp, Veronika</creatorcontrib><title>Answering multiple-choice questions in high-stakes medical examinations</title><title>Medical education</title><addtitle>Med Educ</addtitle><description>Objectives To examine whether changing initial answers during a multiple‐choice question (MCQ) test in medicine brings about better overall test results, as has been shown in other academic fields.
Methods A total of 36 answer books from the German Second National Medical Board Examination, with 580 MCQs (where 1 answer out of 5 must be selected), were used for analysis.
Results We confirmed that high‐stakes MCQ test scores in medicine did indeed improve when students changed their answers once. Further changes of answers did not improve the scores.
Conclusions In written, high‐stakes medical examinations, we recommend that students be encouraged, after further reflection, to change their answers in MCQ tests for questions for which they had previously had doubts about the answers.</description><subject>Choice Behavior</subject><subject>choice behaviour</subject><subject>Curriculum subjects: programmes and methods</subject><subject>education</subject><subject>Education, Medical, Undergraduate - methods</subject><subject>Educational Measurement</subject><subject>Educational sciences</subject><subject>Female</subject><subject>Germany</subject><subject>Humans</subject><subject>Male</subject><subject>medical</subject><subject>Medical and paramedical education</subject><subject>medical/psychology</subject><subject>students</subject><subject>Students, Medical - psychology</subject><subject>Teaching methods</subject><subject>undergraduate/methods</subject><issn>0308-0110</issn><issn>1365-2923</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><recordid>eNqNkE1vEzEQhi0EoqHwF9AKCW67jD_Xe0GqSkmhpQhRxHHkeL2N0_1I7aya_nu8SaASJ-bikfzMq1cPIRmFgqZ5vyooVzJnFasKBiALYEzwYvuEzP588KdkBhx0DpTCEXkR4woASin0c3JEFZUATM_I_KSP9y74_ibrxnbj163L7XLw1mV3o4sbP_Qx83229DfLPG7MrYtZ52pvTZu5rel8b3bMS_KsMW10rw7vMbn-dHZ9ep5ffpt_Pj25zK1QnOfKlqx0Qmhp-cI0VcO5rW0NcmFUVQlnBZPNQkmmRc0YU0rQsqyhblLZWml-TN7tY9dh2PXDzkfr2tb0bhgjKi0V40ol8M0_4GoYQ5-qIQNWcZ1kJEjvIRuGGINrcB18Z8IDUsBJNK5w8omTaJxE4040btPp60P-uEg-Hg8PZhPw9gCYmGQ1wfTWx0euhFRU0sR92HP3vnUP_10Av559_DmtKSDfB_i4cdu_ASbcoip5KfHX1RzFxcXV9x9fBJ7z36hDp4E</recordid><startdate>200509</startdate><enddate>200509</enddate><creator>Fischer, Martin R</creator><creator>Herrmann, Sibyl</creator><creator>Kopp, Veronika</creator><general>Blackwell Science Ltd</general><general>Blackwell</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope><scope>7X8</scope></search><sort><creationdate>200509</creationdate><title>Answering multiple-choice questions in high-stakes medical examinations</title><author>Fischer, Martin R ; Herrmann, Sibyl ; Kopp, Veronika</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4633-6c727e4485c3baf9f33cdcd05ba6994ec425fb65284d222664177d0df028d683</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Choice Behavior</topic><topic>choice behaviour</topic><topic>Curriculum subjects: programmes and methods</topic><topic>education</topic><topic>Education, Medical, Undergraduate - methods</topic><topic>Educational Measurement</topic><topic>Educational sciences</topic><topic>Female</topic><topic>Germany</topic><topic>Humans</topic><topic>Male</topic><topic>medical</topic><topic>Medical and paramedical education</topic><topic>medical/psychology</topic><topic>students</topic><topic>Students, Medical - psychology</topic><topic>Teaching methods</topic><topic>undergraduate/methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Fischer, Martin R</creatorcontrib><creatorcontrib>Herrmann, Sibyl</creatorcontrib><creatorcontrib>Kopp, Veronika</creatorcontrib><collection>Istex</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>Medical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Fischer, Martin R</au><au>Herrmann, Sibyl</au><au>Kopp, Veronika</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Answering multiple-choice questions in high-stakes medical examinations</atitle><jtitle>Medical education</jtitle><addtitle>Med Educ</addtitle><date>2005-09</date><risdate>2005</risdate><volume>39</volume><issue>9</issue><spage>890</spage><epage>894</epage><pages>890-894</pages><issn>0308-0110</issn><eissn>1365-2923</eissn><abstract>Objectives To examine whether changing initial answers during a multiple‐choice question (MCQ) test in medicine brings about better overall test results, as has been shown in other academic fields.
Methods A total of 36 answer books from the German Second National Medical Board Examination, with 580 MCQs (where 1 answer out of 5 must be selected), were used for analysis.
Results We confirmed that high‐stakes MCQ test scores in medicine did indeed improve when students changed their answers once. Further changes of answers did not improve the scores.
Conclusions In written, high‐stakes medical examinations, we recommend that students be encouraged, after further reflection, to change their answers in MCQ tests for questions for which they had previously had doubts about the answers.</abstract><cop>Oxford, UK</cop><pub>Blackwell Science Ltd</pub><pmid>16150028</pmid><doi>10.1111/j.1365-2929.2005.02243.x</doi><tpages>5</tpages></addata></record> |
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| ispartof | Medical education, 2005-09, Vol.39 (9), p.890-894 |
| issn | 0308-0110 1365-2923 |
| language | eng |
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| source | Wiley-Blackwell Read & Publish Collection |
| subjects | Choice Behavior choice behaviour Curriculum subjects: programmes and methods education Education, Medical, Undergraduate - methods Educational Measurement Educational sciences Female Germany Humans Male medical Medical and paramedical education medical/psychology students Students, Medical - psychology Teaching methods undergraduate/methods |
| title | Answering multiple-choice questions in high-stakes medical examinations |
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