Do medical students learn from multiple choice examinations?

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Abstract
Fifty-two students sat two 60-question multiple choice examinations 8 months apart. The second examination consisted of 30 of the questions used at the first sitting, together with 30 questions with repeated stems but different responses. Immediately after the first sitting, 27 of the students went through the paper with the examiner. They were given the correct answers, and any problems were discussed. For the 30 questions with new options, the increase in marks was similar in the two groups. The group given feedback had a significantly greater improvement in those questions repeated in the second examination than those given no feedback. It is concluded that feedback on examination answers does lead to learning of the specific times, but does not lead to a general increase of information in the same area.

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