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Writing good tests is a challenging task. Multiple-choice questions (MCQs) often contain technical flaws providing advantages to “test-wise” examinees, and they sometimes focus on content that is relatively unimportant from clinical and life-long learning perspectives. Reflecting world-wide shifts toward integrative curricula, this workshop focuses on writing MCQ exams that assess application of basic science knowledge to clinical situations, rather than recall of isolated basic science facts.

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