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A Method to Assist Students with Effective Study Habits and Test-Taking Strategies

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Abstract

Using examinations and test results to help students identify cognitive deficiencies as well as inefficient and ineffective study habits and test-taking practices is an effective way to enhance learning. While these approaches are well documented in the general education literature, they have not been well described in medical education. In this descriptive report, we describe a method in which students review their performance on multiple choice examinations with an eye toward identifying specific reasons for selecting an incorrect answer. We provide a worksheet for student use in documenting errors and identifying which among several types of errors were likely made. We offer brief explanations for why particular types of errors are made together with recommendations for remediating those problems. We believe that helping students identify habits of learning approaches used in test preparation that may contribute to an unsatisfactory performance on multiple choice exams represents an important and valuable step toward effective learning and successful exam performance.

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Notes on Contributors

Michael F. Nolan, Ph.D., P.T. is Professor and Vice Chair of the Department of Basic Science at the Virginia Tech Carilion School of Medicine and Research Institute, Roanoke, VA., USA and Professor Emeritus, Pathology and Cell Biology, USF Health, Morsani School of Medicine, University of South Florida, Tampa, FL, USA.

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Authors and Affiliations

  1. Virginia Tech Carilion School of Medicine and Research Institute, Roanoke, VA, USA

    Michael F. Nolan

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  1. Michael F. Nolan
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Correspondence to Michael F. Nolan.

Appendix

Appendix

Examination Performance Assessment Form (MCQ)

  1. 1.

    In the column marked Question, list the number of each question you answered incorrectly.

  2. 2.

    Choose from the lettered options below the best explanation for why you believe you got the question wrong and write that letter in the column marked Reason.

    1. A.

      “I just misread the question” “I’ll read more carefully next time”

    2. B.

      “I know the correct answer was “X,” but I bubbled in “Y”. It was a careless mistake and I need to be more careful in the future.

    3. C.

      “I had no clue what the right answer was.” “All the answers looked plausible.” “I never saw this material before and I just guessed.”

    4. D.

      “I was positive the answer was X.” “It was in my notes that way and I learned it that way but the answer key says the answer is Y” “I guess I learned it wrong.”

    5. E.

      “I thought I really knew this stuff.” “I narrowed it down to two answers, but I just couldn’t decide which one was right.”

figure a

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Nolan, M.F. A Method to Assist Students with Effective Study Habits and Test-Taking Strategies. Med.Sci.Educ. 25, 61–68 (2015). https://doi.org/10.1007/s40670-014-0091-5

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  • DOI: https://doi.org/10.1007/s40670-014-0091-5

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