Abstract
The use of computers in education in general and in medical education in particular is nowadays well established, but the use of computer-based assessment (CBA) in higher education lags behind. In this article we explore the reasons for this situation and provide tips for teachers to guide the introduction of CBA, based on our experiences. Attention is given to benefits and drawbacks of CBA hardware solutions, the choice of software, types of test questions, security, instructing students and teachers and evaluation.
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