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Journal of Global Medical Education and Research 1(2):p 63-68, July-December 2024. | DOI: N/A
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Written Assessment Methods: Multiple Choice vs. Short Answer Questions in Biomedical and Medical Education
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Attribution-Non-commercial 4.0 International (CC BY-NC 4.0)This license enables reusers to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes only, and only so long as attribution is given to the creator.
Journal of Global Medical Education and Research 1(2):p 63-68, July-December 2024. | DOI: N/A
How Cite This Article:
Ahmed El-Hashash. Written Assessment Methods: Multiple Choice vs. Short Answer Questions in Biomedical and Medical Education. 2024;1(2):63-68.Timeline
Received : August 11, 2024
Accepted : November 23, 2024
Published : December 30, 2024
Abstract
Selecting the best assessment method for students in terms of validity and reliability is still a matter of debate among instructors. The written assessments are crucial in modern academic curricula and include multiple-choice questions and short answer questions that are currently important devices to measure students’ learning and achievement. Notably, multiple-choice question-based testing has an association with the assessment of lower order cognition in students, including the discrete facts’ recall and, therefore, many instructors are questioning their use in the university education. Both multiple-choice questions and short answer questions’ testing formats are widely used in the undergraduate education. However, the debate between researches continues as to which of these two different assessments is more effective and reliable, and whether there is a correlation between them. In this article, we will describe the features and limitations of multiple-choice questions and short answer questions’ testing formats and their positive and negative effects, and compare these two common assessment methods among biomedical/medical students.
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Funding
This research received no funding.
Author Contributions
All authors contributed significantly to the work and approve its publication.
Ethics Declaration
This article does not involve any human or animal subjects, and therefore does not require ethics approval.
Acknowledgements
We would like to express our gratitude to the patients, their families, and all those who have contributed to this study
Conflicts of Interest
The authors report no conflicts of interest in this work.
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Cite this article
Ahmed El-Hashash. Written Assessment Methods: Multiple Choice vs. Short Answer Questions in Biomedical and Medical Education. 2024;1(2):63-68.
Licence:
Attribution-Non-commercial 4.0 International (CC BY-NC 4.0)This license enables reusers to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes only, and only so long as attribution is given to the creator.
| Received | Accepted | Published |
|---|---|---|
| August 11, 2024 | November 23, 2024 | December 30, 2024 |
DOI: N/A
Keywords
Assessment MethodsMultiple Choice QuestionsShort Answer QuestionsBiomedicineMedicine Education.Search for Similar Articles
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Timeline
| Received | August 11, 2024 |
| Accepted | November 23, 2024 |
| Published | December 30, 2024 |
licence
Attribution-Non-commercial 4.0 International (CC BY-NC 4.0)
This license enables reusers to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes only, and only so long as attribution is given to the creator.
