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Abstract
Multiple choice question (MCQ) examinations are widely used objective assessment tools capable of testing a broad range of content. They are reliable and easy to mark. Nevertheless, many educators scorn them because they test mainly fact recall and they encourage surface learning. In an attempt to optimize our own use of MCQ examinations, we instituted postexamination question reviews in two separate internal medicine courses. A faculty tutor engaged the examinees in discussion and debate after each of nine examinations during a 1‐year period. Sixty‐one percent of senior clerks and 54% of “junior”; clerks agreed or strongly agreed that the postexamination review exercise was a useful experience, and faculty found the experience useful to audit the examinations for ambiguous questions, inappropriate emphasis, and incorrect answers.