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Wiley InterScience | ||||||
  Medical EducationVolume 39 Issue 9, Pages 890 - 894 Published Online: 3 Sep 2005 © 2010 Blackwell Publishing Ltd Published on behalf of the Association for the Study of Medical Education
Abstract | References | Full Text: HTML, PDF (Size: 104K) | Related Articles | Citation Tracking  assessment Answering multiple-choice questions in high-stakes medical examinations Copyright 2005 Blackwell Publishing Ltd KEYWORDS humans • male • female • *educational measurement • *choice behaviour • students • medical/*psychology • education • medical • undergraduate/*methods ABSTRACTObjectives 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. Received 12 August 2004; editorial comments to authors 1 October 2004; accepted for publication 10 November 2004 | 
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