Schuwirth L W, van der Vleuten C P, Donkers H H
Department of Educational Research, University of Limburg, Maastricht, Netherlands.
Med Educ. 1996 Jan;30(1):44-9. doi: 10.1111/j.1365-2923.1996.tb00716.x.
This study investigates the cueing effect occurring in multiple choice questions. Two parallel tests with matching contents were administered. By means of a computer program, examinees of different training levels and professional expertise were presented the same set of 35 cases (derived from patient problems in general practice) twice. The first time the cases were linked to open-ended questions; the second time they were linked to multiple choice questions. The examinees consisted of 75 medical students from three different years of training, 25 residents in training for general practice and 25 experienced general practitioners. Across groups, total test scores reflected a difference in mean scores on both formats, and a high inter-test correlation. Within each level of expertise, differences in mean scores and high correlations were also found. The data were further explored per group of examinees. Two types of cueing effects were found: positive cueing (examinees were cued towards the correct answer) and negative cueing (examinees were cued towards an incorrect answer). These effects were found at all levels of expertise and in almost all items. However, both effects decline with increasing level of expertise. Positive cueing mainly occurs in difficult items, whereas negative cueing mainly occurs in easy items.
本研究调查了多项选择题中出现的提示效应。进行了两项内容匹配的平行测试。借助计算机程序，向不同培训水平和专业知识的考生两次呈现同一组35个病例（源自全科医疗中的患者问题）。第一次，病例与开放式问题相关联；第二次，病例与多项选择题相关联。考生包括来自三个不同培训年份的75名医学生、25名全科医疗培训住院医师和25名经验丰富的全科医生。在各群体中，总测试分数反映了两种题型平均分数的差异以及测试间的高度相关性。在每个专业水平内，也发现了平均分数的差异和高度相关性。对每组考生的数据进行了进一步探索。发现了两种类型的提示效应：正向提示（考生被引导至正确答案）和负向提示（考生被引导至错误答案）。这些效应在所有专业水平和几乎所有题目中都存在。然而，随着专业水平的提高，这两种效应都有所下降。正向提示主要出现在难题中，而负向提示主要出现在容易的题目中。
