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DOI: 10.1148/rg.262055145
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Writing Multiple-Choice Questions for Continuing Medical Education Activities and Self-Assessment Modules1

Jannette Collins, MD, MEd

1 From the Department of Radiology, University of Wisconsin Hospital and Clinics, E3/311 Clinical Science Center, 600 Highland Ave, Madison, WI 53792-3252. Presented in the RSNA Faculty Development Workshop, October 2005. Received July 18, 2005; revision requested August 17 and received August 24; accepted August 29. The author has no financial relationships to disclose.

Figure 1
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  		Figure 1.  Examples of immeasurable and measurable objectives are given. In the immeasurable objective, it is not clear how the student will show that he or she "understands." In comparison, with the measurable objective, it is clear how the student will demonstrate learning, and the qualifier of "five" indicates a specific level of knowledge.

 

Figure 2
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  		Figure 2.  Examples of incomplete and complete stems are given. The stem should include all relevant information and avoid repetition in the options. In the second example, the test item has been revised so that all relevant information is in the stem.

 

Figure 3
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  		Figure 3.  Examples of items that test recall and application of knowledge.

 

Figure 4
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  		Figure 4.  Examples of negatively and positively worded stems.

 

Figure 5
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  		Figure 5.  Examples of items with options of unequal and similar lengths.

 

Figure 6
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  		Figure 6.  Examples of an item with an ungrammatical option and an item with all grammatical options.

 

Figure 7
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  		Figure 7.  Examples of items with and without overlapping options.

 

Figure 8
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  		Figure 8.  Guidelines for writing effective MCQs.

 




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