Faculty of Medicine and Pharmacy of Rabat, Mohammed V University, Souissi, Rabat, Morocco.
Faculty of Medicine and Pharmacy of Oujda, Mohammed Premier University, Oujda, Morocco.
Med Educ Online. 2022 Dec;27(1):2005505. doi: 10.1080/10872981.2021.2005505.
Practicing Multiple-choice questions is a popular learning method among medical students. While MCQs are commonly used in exams, creating them might provide another opportunity for students to boost their learning. Yet, the effectiveness of student-generated multiple-choice questions in medical education has been questioned. This study aims to verify the effects of student-generated MCQs on medical learning either in terms of students' perceptions or their performance and behavior, as well as define the circumstances that would make this activity more useful to the students. Articles were identified by searching four databases MEDLINE, SCOPUS, Web of Science, and ERIC, as well as scanning references. The titles and abstracts were selected based on a pre-established eligibility criterion, and the methodological quality of articles included was assessed using the MERSQI scoring system. Eight hundred and eighty-four papers were identified. Eleven papers were retained after abstract and title screening, and 6 articles were recovered from cross-referencing, making it 17 articles in the end. The mean MERSQI score was 10.42. Most studies showed a positive impact of developing MCQs on medical students' learning in terms of both perception and performance. Few articles in the literature examined the influence of student-generated MCQs on medical students learning. Amid some concerns about time and needed effort, writing multiple-choice questions as a learning method appears to be a useful process for improving medical students' learning.
医学生中，多选题练习是一种流行的学习方法。虽然多选题常用于考试，但编写多选题也为学生提供了另一个促进学习的机会。然而，学生编写的多选题在医学教育中的有效性一直存在争议。本研究旨在验证学生编写的多选题对医学学习的影响，无论是在学生的认知方面，还是在他们的表现和行为方面，以及确定哪些情况下这种活动对学生更有用。通过在 MEDLINE、SCOPUS、Web of Science 和 ERIC 这四个数据库中进行搜索，并对参考文献进行扫描，确定了相关文章。根据预先设定的入选标准，对标题和摘要进行了筛选，使用 MERSQI 评分系统评估了所纳入文章的方法学质量。共确定了 884 篇论文。经过摘要和标题筛选后，有 11 篇论文被保留，通过交叉引用又找到了 6 篇，最终纳入 17 篇文章。MERSQI 的平均得分为 10.42。大多数研究表明，学生编写多选题对医学生的学习既有认知方面的影响，也有表现方面的影响。文献中的少数几篇文章探讨了学生编写的多选题对医学生学习的影响。尽管存在一些关于时间和所需努力的担忧，但作为一种学习方法，编写多选题似乎是提高医学生学习效果的一个有用过程。
