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Medical Teacher Volume 39, 2017 - Issue 11
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Original Articles

Sure, or unsure? Measuring students’ confidence and the potential impact on patient safety in multiple-choice questions

Rafael Henrique RangelDepartment of Anaesthesiology, Klinikum Kassel, Kassel, Germany; ;Department of Neurology, Philipps-University Marburg, Marburg, Germany; Correspondence[email protected]
,
Leona MöllerDepartment of Neurology, Philipps-University Marburg, Marburg, Germany;
,
Helmut SitterDr. Reinfried Pohl-Centre for Medical Education, Marburg, Germany;
,
Tina StibaneDr. Reinfried Pohl-Centre for Medical Education, Marburg, Germany;
&
Adam StrzelczykDepartment of Neurology, Philipps-University Marburg, Marburg, Germany; ;Epilepsy Center Frankfurt Rhine-Main, Center of Neurology and Neurosurgery, Goethe-University, Frankfurt, Germany
Pages 1189-1194 | Published online: 11 Aug 2017

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Rashid M. Abu-Ghazalah, David N. Dubins & Gregory M.K. Poon. (2023) Dissecting Knowledge, Guessing, and Blunder in Multiple Choice Assessments. Applied Measurement in Education 36:1, pages 80-98.
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Mike Tweed. (2018) The interaction of correctness of and certainty in MCQ responses. Medical Teacher 40:5, pages 535-535.
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Articles from other publishers (14)

David W. Price, Ting Wang, Thomas R. O'Neill, Andrew Bazemore & Warren P. Newton. (2024) Differences in Physician Performance and Self-rated Confidence on High- and Low-Stakes Knowledge Assessments in Board Certification. Journal of Continuing Education in the Health Professions 44:1, pages 2-10.
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Mike Tweed, Robin Willink & Tim J. Wilkinson. (2023) Using MCQ response certainty to determine how aspects of self‐monitoring develop through a medical course. Medical Education 58:5, pages 535-543.
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Nur Maisarah Nor Azharludin, Khyrina Airin Fariza Abu Samah & Jasni Mohamad Zain. (2023) Evaluate Student Confidence Through Accuracy Enhancement of Confidence-Based Assessment: A Conceptual Model Development. Evaluate Student Confidence Through Accuracy Enhancement of Confidence-Based Assessment: A Conceptual Model Development.
Joseph Maguire, Rosanne English & Steve Draper. (2023) Research-led Active Learning Sessions in Cyber Security through Research Paper Reading. Research-led Active Learning Sessions in Cyber Security through Research Paper Reading.
Grant Yonemoto, Milad Kashani, Erica B Benoit, Jeffrey J Weiss & Peter Barbosa. (2023) Changing Answers in Multiple-Choice Exam Questions: Patterns of TOP-Tier Versus BOTTOM-Tier Students in Podiatric Medical School. Journal of Medical Education and Curricular Development 10, pages 238212052311793.
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Beth Tremblay, Janice E Hawkins, Robert Hawkins, Karen Higgins, Lynn Wiles & Jamela Martin. (2023) Contributing factors to withdrawal decisions of military and nonmilitary nursing students. Teaching and Learning in Nursing 18:1, pages 129-133.
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Bharat Kumar, Manish Suneja & Melissa L Swee. (2021) Development and Test-Item Analysis of a Freely Available 1900-Item Question Bank for Rheumatology Trainees. Cureus.
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Nahid Tabibzadeh, Jimmy Mullaert, Lara Zafrani, Pauline Balagny, Justine Frija-Masson, Stéphanie Marin, Agnès Lefort, Emmanuelle Vidal-Petiot & Martin Flamant. (2020) Knowledge self-monitoring, efficiency, and determinants of self-confidence statement in multiple choice questions in medical students. BMC Medical Education 20:1.
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Mike Tweed, Gordon Purdie & Tim Wilkinson. (2020) Defining and tracking medical student self-monitoring using multiple-choice question item certainty. BMC Medical Education 20:1.
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Ali Dabbagh, Hedayatollah Elyassi, A. Sassan Sabouri, Kourosh Vahidshahi & Seyed Amir Mohsen Ziaee. (2020) The Role of Integrative Educational Intervention Package (Monthly ITE, Mentoring, Mocked OSCE) in Improving Successfulness for Anesthesiology Residents in the National Board Exam. Anesthesiology and Pain Medicine 10:2.
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Juliane E. Kämmer, Wolf E. Hautz & Maren März. (2020) Self‐monitoring accuracy does not increase throughout undergraduate medical education. Medical Education 54:4, pages 320-327.
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Mike Tweed. (2019) Adding to the debate on the numbers of options for MCQs: the case for not being limited to MCQs with three, four or five options. BMC Medical Education 19:1.
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Marjolein Versteeg, Marjo Wijnen-Meijer & Paul Steendijk. (2019) Informing the uninformed: a multitier approach to uncover students’ misconceptions on cardiovascular physiology. Advances in Physiology Education 43:1, pages 7-14.
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Marjolein Versteeg & Paul Steendijk. (2019) Putting post-decision wagering to the test: a measure of self-perceived knowledge in basic sciences?. Perspectives on Medical Education 8:1, pages 9-16.
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