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Developing Multiple-Choice Questions for Anatomy Examinations

  • Thomas R. GestEmail author
  • Webster Francois
Chapter

Abstract

Multiple choice questions (MCQ’s) are widely used in anatomy education, but creating high-quality questions takes careful attention to certain guidelines. As much as possible, anatomists should frame their multiple choice questions with a realistic clinical scenario. The answer choices or foils should be made as simple and as uniform as possible in order to provide the test taker with an unambiguous list of possible answers from which to choose the correct answer. A powerful general rule of thumb in designing the answer list is to cover the answer list and attempt to answer the question. The correct answer should be known without referring to the answer list. Learning to develop high quality multiple choice questions not only helps faculty ensure that their examinations are accurate measures of student knowledge but can also help faculty develop question banks of high quality multiple choice questions that can be powerful learning tools when they are provided to students during their initial acquisition of anatomical knowledge.

Keywords

Splanchnic Nerve Scapular Notch Omental Bursa Final Sentence Option List 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

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    Karpicke JD, Grimaldi PJ. Retrieval-based learning: a perspective for enhancing meaningful learning. Educ Psychol Rev. 2012;24:401–18.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Department of Medical EducationPaul L. Foster School of Medicine, Texas Tech University Health Sciences CenterEl PasoUSA
  2. 2.School of Business, University of Michigan, FlintFlintUSA

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