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Medical Teacher Volume 28, 2006 - Issue 6
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Original

Use of flawed multiple-choice items by the New England Journal of Medicine for continuing medical education

Alex S. Stagnaro-Green UMDNJ-New Jersey Medical School, USACorrespondence[email protected]
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, M.D. MHPE &
Steven M. Downing University of Illinois at Chicago, College of Medicine, USAView further author information
Pages 566-568 | Published online: 03 Jul 2009

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Sean Tackett, Mark Raymond, Rishi Desai, Steven A. Haist, Amy Morales, Shiv Gaglani & Stephen G. Clyman. (2018) Crowdsourcing for assessment items to support adaptive learning. Medical Teacher 40:8, pages 838-841.
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William Wrigley, Cees PM Van Der Vleuten, Adrian Freeman & Arno Muijtjens. (2012) A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71. Medical Teacher 34:9, pages 683-697.
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Edward J. Palmer, Paul Duggan, Peter G. Devitt & Rohan Russell. (2010) The modified essay question: Its exit from the exit examination?. Medical Teacher 32:7, pages e300-e307.
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Articles from other publishers (24)

Tina Danh, Tamara Desiderio, Victoria Herrmann, Heather M. Lyons, Frankie Patrick, Gwendolyn A. Wantuch & Kamila A. Dell. (2020) Evaluating the quality of multiple-choice questions in a NAPLEX preparation book. Currents in Pharmacy Teaching and Learning 12:10, pages 1188-1193.
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Bing Jia, Dan He & Zhemin Zhu. (2020) QUALITY AND FEATURE OF MULTIPLE-CHOICE QUESTIONS IN EDUCATION. Problems of Education in the 21st Century 78:4, pages 576-594.
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David J. DiSantis. (2020) A Step-By-Step Approach for Creating Good Multiple-Choice Questions. Canadian Association of Radiologists Journal 71:2, pages 131-133.
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Jared Breakall, Christopher Randles & Roy Tasker. (2019) Development and use of a multiple-choice item writing flaws evaluation instrument in the context of general chemistry. Chemistry Education Research and Practice 20:2, pages 369-382.
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Eamon Costello, Jane Holland & Colette Kirwan. (2018) The future of online testing and assessment: question quality in MOOCs. International Journal of Educational Technology in Higher Education 15:1.
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Gavin T. L. Brown & Hasan H. A. Abdulnabi. (2017) Evaluating the Quality of Higher Education Instructor-Constructed Multiple-Choice Tests: Impact on Student Grades. Frontiers in Education 2.
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Sabine Drossard, Daniel Bauer, Martin Fischer & Lisa Kühne-Eversmann. (2017) Welchen Einfluss haben Autorenrichtlinien der Verlage auf die formale Qualität von CME-Fragen in der ärztlichen Fortbildung?. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 121, pages 29-35.
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Kamila A. Dell & Gwendolyn A. Wantuch. (2017) How-to-guide for writing multiple choice questions for the pharmacy instructor. Currents in Pharmacy Teaching and Learning 9:1, pages 137-144.
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Bonnie R. Rush, David C. Rankin & Brad J. White. (2016) The impact of item-writing flaws and item complexity on examination item difficulty and discrimination value. BMC Medical Education 16:1.
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María Cristina Rodríguez-Díez, Manuel Alegre, Nieves Díez, Leire Arbea & Marta Ferrer. (2016) Technical flaws in multiple-choice questions in the access exam to medical specialties (“examen MIR”) in Spain (2009–2013). BMC Medical Education 16:1.
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Wolfgang Öchsner & Anja Böckers. (2016) In welchem Umfang müssen Reviewer für Multiple-Choice-Aufgaben geschult werden? Ein Vergleich zwischen Merkblatt-Distribution und Kurztrainings. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 112, pages 43-52.
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Emily M. Webb, Jonathan S. Phuong & David M. Naeger. (2015) Does Educator Training or Experience Affect the Quality of Multiple-Choice Questions?. Academic Radiology 22:10, pages 1317-1322.
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David J. DiSantisAndres R. AyoobLindsay E. Williams. (2015) JOURNAL CLUB: Prevalence of Flawed Multiple-Choice Questions in Continuing Medical Education Activities of Major Radiology Journals. American Journal of Roentgenology 204:4, pages 698-702.
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Sonja Willing, Martin Ostapczuk & Jochen Musch. (2014) Do sequentially-presented answer options prevent the use of testwiseness cues on continuing medical education tests?. Advances in Health Sciences Education 20:1, pages 247-263.
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Nathan Zoanetti, Mark Beaves, Patrick Griffin & Euan M Wallace. (2013) Fixed or mixed: a comparison of three, four and mixed-option multiple-choice tests in a Fetal Surveillance Education Program. BMC Medical Education 13:1.
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David J. DiSantis. (2013) Writing Good Multiple-Choice Questions: A Brief Guide for Radiologists. RadioGraphics 33:7, pages 1865-1866.
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Wolfgang Öchsner & Anja Böckers. (2013) Ärztliche Fachzeitschriften als implizite Vorbilder für gute Multiple-Choice-Fragen – in welchem Maß erfüllen die Tests der continous medical education inzwischen formale Gütekriterien?. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 107:7, pages 468-474.
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Albert Bonillo. (2012) Pruebas de acceso a la formación sanitaria especializada para médicos y otros profesionales sanitarios en España: examinando el examen y los examinados. Gaceta Sanitaria 26:3, pages 231-235.
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Andreas Brunnquell, Ümüt Degirmenci, Sebastian Kreil, Johannes Kornhuber & Markus Weih. (2010) Web-Based Application to Eliminate Five Contraindicated Multiple-Choice Question Practices. Evaluation & the Health Professions 34:2, pages 226-238.
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A. Gutmann, Ü Degirmenci, S. Kreil, J. Kornhuber & M. Weih. (2010) Verbesserung der formal-didaktischen Qualität der CME-Fragen aus Der NervenarztImprovement of CME questions from Der Nervenarzt. Der Nervenarzt 81:11, pages 1363-1367.
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Sandra L. Clifton & Cheryl L. Schriner. (2010) Assessing the Quality of Multiple-Choice Test Items. Nurse Educator 35:1, pages 12-16.
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Christopher Baethge & Catrin Marx. (2008) Continuing Medical Education in Deutsches Ärzteblatt – an Analysis. Deutsches Ärzteblatt international.
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Bernd Löwe, Mechthild Hartmann, Beate Wild, Christoph Nikendei, Kurt Kroenke, Dorothea Niehoff, Peter Henningsen, Stephan Zipfel & Wolfgang Herzog. (2007) Effectiveness of a 1-Year Resident Training Program in Clinical Research: A Controlled Before-and-After Study. Journal of General Internal Medicine 23:2, pages 122-128.
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Thomas Rotthoff, Urte Fahron, Thomas Baehring & Werner A. Scherbaum. (2008) Die Qualität von CME-Fragen in der ärztlichen Fortbildung – eine empirische Studie. Zeitschrift für ärztliche Fortbildung und Qualität im Gesundheitswesen - German Journal for Quality in Health Care 101:10, pages 667-673.
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