Daniel Zahra

Multiple‐choice questions (MCQs) are the most popular type of items used in knowledge‐based assessments in undergraduate and postgraduate healthcare education. MCQs allow assessment of candidates’ knowledge on a broad range of knowledge‐based learning outcomes in a single assessment. Single‐best‐answer (SBA) MCQs are the most versatile and commonly used format. Although writing MCQs may seem straight‐forward, producing decent‐quality MCQs is challenging and warrants a range of quality checks before an item is deemed suitable for inclusion in an assessment. Like all assessments, MCQ‐based examinations must be aligned with the learning outcomes and learning opportunities provided to the students. This paper provides evidence‐based guidance on the effective use of MCQs in student assessments, not only to make decisions regarding student progression but also to build an academic environment that promotes assessment as a driver for learning. Practical tips are provided to the readers to produce authentic MCQ items, along with appropriate pre‐ and post‐assessment reviews, the use of standard setting and psychometric evaluation of assessments based on MCQs. Institutions need to develop an academic culture that fosters transparency, openness, equality and inclusivity. In line with contemporary educational principles, teamwork amongst teaching faculty, administrators and students is essential to establish effective learning and assessment practices.