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More students, residents, and ECFMG candidates will buy this little book than professors. This is because there are vastly more of the former than the latter. However, the book tells the professor more things he does not know about examining students than it tells the student about taking multiple-choice examinations. Doubtless the student will perform better in such examinations if he has read the sections devoted to the types of questions and their answers (14 pages; 8 more for ECFMG candidates). He will doubtless gain some confidence in having taken the sample examination included (35 pages). But for the professor, more than two-thirds of the book is pertinent material. Largely reflecting the extensive experience of the National Board of Medical Examiners, here are countless tips for improving the validity of student assessment. Sample tip: It takes more time to construct a good multiple-choice examination than it does to grade essay-type
WHEELER WE. Multiple-Choice Examinations in Medicine: A Guide for Examiner and Examinee. Am J Dis Child. 1961;102(2):287. doi:10.1001/archpedi.1961.02080010289024
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