By Diana Wood Linda Hutchinson
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Extra resources for ABC of Learning and Teaching Medicine
Therefore, it is wise to vary the question types in different examinations. Cost effectiveness and acceptability are important as the costs of different examinations have to be taken into account, and even the best designed examination will not survive if it is not accepted by teachers and students. “True or false” questions The main advantage of “true or false” questions is their conciseness. A question can be answered quickly by the student, so the test can cover a broad domain. Such questions, however, have two major disadvantages.
Firstly, they are quite difficult to construct flawlessly—the statements have to be defensibly true or absolutely false. Teachers must be taught thoroughly how to construct these question types. Secondly, when a student answers a “false” question correctly, we can conclude only that the student knew the statement was false, not that he or she knew the correct fact. “Single, best option” multiple choice questions Multiple choice questions are well known, and there is extensive experience worldwide in constructing them.
Obturator (raising right knee against resistance) and psoas signs (extension of right leg at hip–kicking backwards) are positive. Components of OSCE station 33 ABC of Learning and Teaching in Medicine tone, and pace. Symptoms to be simulated need to be described. Limitations Skill based assessments are based on tasks that approximate performance in the area of interest. The assumption is that the closer the tasks are to “real world” tasks, the more valid the assessment. Three aspects of an OSCE limit how closely the stations approximate clinical practice.