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In this paper we describe the learner perception of four common methods of testing (multiple-choice tests, essay tests, structured oral case simulations, and semi-structured oral examinations) used as part of the needs assessment (pre-testing) and qualification process (post-testing) in an international EM training program in Tuscany, Italy [20].
Physician learners participating in a cross-cultural, international training program in EM perceived all examination methods as useful, including structured oral case simulations, multiple-choice tests, semi-structured oral examinations, and essay tests.
The aim of the study was to evaluate learner perception of four common examination methods in an international educational curriculum in EM: structured oral case simulations, multiple-choice tests, semi-structured oral tests, and essay tests.
Twenty-four physinians in a cross-cultural training program were surveyed to determine learner perception of four different examination methods: structured oral case simulations, multiple-choice tests, semi-structured oral examinations, and essay tests.
We obtained demographic data and data on disease characteristics through a structured oral questionnaire.
Physician learners in a cross-cultural, international training program perceive all four written and oral examination methods as useful, but rate structured oral case simulations as the most useful method for assessing fund of knowledge and clinical ability.
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