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Medical Teacher Volume 32, 2010 - Issue 7
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Research Article

The modified essay question: Its exit from the exit examination?

Edward J. Palmer Department of Surgery, University of Adelaide, Adelaide, Australia; Center for Learning and Professional Education, University of Adelaide, Adelaide, Australia; EDWARD J. PALMER Lecturer in assessment and evaluation at the University of Adelaide, Australia.
,
Paul Duggan Department of Obstetrics and Gynecology, University of Adelaide, Adelaide, Australia; PAUL DUGGAN Chair of the Assessment Committee of the MBBS Program and Senior Lecturer in Obstetrics and Gynaecology, The University of Adelaide and the Royal Adelaide Hospital.
,
Peter G. Devitt Department of Surgery, University of Adelaide, Adelaide, Australia; PETER G. DEVITT Head, Professorial Surgical Unit, Royal Adelaide Hospital.Correspondence[email protected]
&
Rohan Russell Royal Adelaide Hospital, Adelaide, Australia; ROHAN RUSSELL Intern at the Royal Adelaide Hospital.
Pages e300-e307 | Published online: 23 Jul 2010

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Doreen M. Olvet, Jeffrey B. Bird, Tracy B. Fulton, Marieke Kruidering, Klara K. Papp, Kelli Qua, Joanne M. Willey & Judith M. Brenner. (2023) A Multi-institutional Study of the Feasibility and Reliability of the Implementation of Constructed Response Exam Questions. Teaching and Learning in Medicine 35:5, pages 609-622.
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Judith M. Brenner, Tracy B. Fulton, Marieke Kruidering, Jeffrey B. Bird, Joanne Willey, Kelli Qua & Doreen M. Olvet. (2023) What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study. Medical Teacher 0:0, pages 1-10.
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Ismene A Dontas, Kenneth Applebee, Martje Fentener van Vlissingen, Viola Galligioni, Katerina Marinou, Kathy Ryder, Johannes Schenkel, Jan-Bas Prins, Anne-Dominique Degryse & David I Lewis. (2020) Assessable learning outcomes for the EU Education and Training Framework core and Function A specific modules: Report of an ETPLAS WORKING Group. Laboratory Animals 55:3, pages 215-232.
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Jesús Maya, Juan F. Luesia & Javier Pérez-Padilla. (2021) The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students. Sustainability 13:6, pages 3341.
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Surajit Kundu, Jaideo M Ughade, Anil R Sherke, Yogita Kanwar, Samta Tiwari, Ravikant Jatwar, Richa Gurudiwan & Sumati G Kundu. (2020) Impact Measurement on Medical Faculty for Adhering to Appropriate Guidelines in Framing Effective Multiple-Choice Questions for Item Analysis. Journal of Medical Education 19:1.
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Meike Grumer, Peter Brüstle, Johann Lambeck, Silke Biller & Jochen Brich. (2019) Validation and perception of a key feature problem examination in neurology. PLOS ONE 14:10, pages e0224131.
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Mohammad Reza Mahmoodi. (2019) Do consecutive Patient Management Problem (PMP) and Modified Essay Question (MEQ) Examinations Improve Clinical Reasoning in Students?. Strides in Development of Medical Education In Press:In Press.
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Brian Jolly & Mary Jane Dalton. 2018. Understanding Medical Education. Understanding Medical Education 291 317 .
Sehlule Vuma & Bidyadhar Sa. (2017) A comparison of clinical-scenario (case cluster) versus stand-alone multiple choice questions in a problem-based learning environment in undergraduate medicine. Journal of Taibah University Medical Sciences 12:1, pages 14-26.
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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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Sehlule Vuma & Bidyadhar Sa. (2015) Evaluation of the effectiveness of progressive disclosure questions as an assessment tool for knowledge and skills in a problem based learning setting among third year medical students at The University of The West Indies, Trinidad and Tobago. BMC Research Notes 8:1.
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Richard J Hift. (2014) Should essays and other “open-ended”-type questions retain a place in written summative assessment in clinical medicine?. BMC Medical Education 14:1.
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Edward Palmer & Peter Devitt. (2014) The assessment of a structured online formative assessment program: a randomised controlled trial. BMC Medical Education 14:1.
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Tilo Freiwald, Madjid Salimi, Ehsan Khaljani & Sigrid Harendza. (2014) Pattern recognition as a concept for multiple-choice questions in a national licensing exam. BMC Medical Education 14:1.
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Caroline Boulouffe, Bruno Doucet, Xavier Muschart, Bernard Charlin & Dominique Vanpee. (2014) Assessing clinical reasoning using a script concordance test with electrocardiogram in an emergency medicine clerkship rotation. Emergency Medicine Journal 31:4, pages 313-316.
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Brian Jolly. 2013. Understanding Medical Education. Understanding Medical Education 255 277 .
Paul Duggan & Bernard Charlin. (2012) Summative assessment of 5thyear medical students’ clinical reasoning by script concordance test: requirements and challenges. BMC Medical Education 12:1.
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