{"title":"Learning Outcomes From Health Professions Students Who Generate Multiple-Choice Questions: A Scoping Review.","authors":"Patricia B Griffith, Patricia Pawlow","doi":"10.1097/NNE.0000000000001926","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Multiple-choice questions (MCQs) are the foundation for certification exams and remain relevant despite the competency-based education shift. MCQ writing by students is an evidence-based learning modality; however, studies on graduate nursing education use are limited. Writing an MCQ may develop and assess a higher competence level than answering an MCQ.</p><p><strong>Purpose: </strong>Identify and synthesize the evidence on learning outcomes of health professions students who construct MCQs as a learning modality.</p><p><strong>Methods: </strong>Two reviewers queried 4 databases and independently assessed all studies using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Arsksey and O'Malley's scoping review framework guided charting and theme generation.</p><p><strong>Results: </strong>MCQ quality improved with faculty involvement. Working in small groups increased knowledge and positive perception, as did exam inclusion of student-generated MCQs.</p><p><strong>Conclusions: </strong>Writing MCQs may be a valuable active learning strategy for graduate health students who take high-stakes MCQ examinations.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Educator","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/NNE.0000000000001926","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Multiple-choice questions (MCQs) are the foundation for certification exams and remain relevant despite the competency-based education shift. MCQ writing by students is an evidence-based learning modality; however, studies on graduate nursing education use are limited. Writing an MCQ may develop and assess a higher competence level than answering an MCQ.
Purpose: Identify and synthesize the evidence on learning outcomes of health professions students who construct MCQs as a learning modality.
Methods: Two reviewers queried 4 databases and independently assessed all studies using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Arsksey and O'Malley's scoping review framework guided charting and theme generation.
Results: MCQ quality improved with faculty involvement. Working in small groups increased knowledge and positive perception, as did exam inclusion of student-generated MCQs.
Conclusions: Writing MCQs may be a valuable active learning strategy for graduate health students who take high-stakes MCQ examinations.
期刊介绍：
Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.
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