a Department of Medicine , University of Ottawa , Ottawa , ON , Canada.
b Medical Council of Canada , Ottawa , ON , Canada.
Med Teach. 2019 May;41(5):569-577. doi: 10.1080/0142159X.2018.1505035. Epub 2018 Oct 9.
Despite the increased emphasis on the use of workplace-based assessment in competency-based education models, there is still an important role for the use of multiple choice questions (MCQs) in the assessment of health professionals. The challenge, however, is to ensure that MCQs are developed in a way to allow educators to derive meaningful information about examinees' abilities. As educators' needs for high-quality test items have evolved so has our approach to developing MCQs. This evolution has been reflected in a number of ways including: the use of different stimulus formats; the creation of novel response formats; the development of new approaches to problem conceptualization; and the incorporation of technology. The purpose of this narrative review is to provide the reader with an overview of how our understanding of the use of MCQs in the assessment of health professionals has evolved to better measure clinical reasoning and to improve both efficiency and item quality.
尽管在基于能力的教育模式中越来越强调使用基于工作场所的评估，但在评估卫生专业人员时，多选题 (MCQs) 的使用仍然具有重要作用。然而，挑战在于确保以允许教育者从中得出有关考生能力的有意义信息的方式来开发 MCQs。随着教育者对高质量测试项目的需求不断发展，我们开发 MCQs 的方法也在不断发展。这种演变体现在多个方面，包括：使用不同的刺激格式；创建新颖的响应格式；开发新的问题概念化方法；以及采用技术。本文的叙述性综述旨在为读者提供一个概述，介绍我们对在评估卫生专业人员时使用 MCQs 的理解是如何发展的，以更好地衡量临床推理能力，并提高效率和项目质量。
