Multiple Choice Question Papers Research Articles

Local Fourier features for handwriting digit images classification

Multiple choice questions (MCQ) are effective in normative assessment and offline testing is still relevant due to the lack of efficient mass infrastructures and maintenance. For the automatic correction of MCQ paper form and reporting of the grade, it is generally necessary to read and recognize a handwriting digit in a box. This paper focuses on local feature extraction in the frequency domain using Fourier transform. The pre-process begins with the extraction of the fields from the entity map, followed by the application of 2D fast Fourier transform (2DFFT) and the reduction of computed coefficients to obtain the corresponding final local characteristic in the representation. The experimental results of the Modified National Institute of Standards and Technology (MNIST) handwriting digits dataset show that the local characteristics extracted in the frequency domain used as input to a support vector machine (SVM) classifier are efficient in terms of 99.51% accuracy. The proposed system successfully helped in the reporting of all the marks for seven subjects in a class of 98 students during the automatic correction of the MCQ exam papers.

Investigating the impact of remote neuroanatomy education during the COVID-19 pandemic using online examination performance in a National Undergraduate Neuroanatomy Competition.

Neuroanatomy is a notoriously challenging subject for medical students to learn. Due to the coronavirus disease-19 (COVID-19) pandemic, anatomical education transitioned to an online format. We assessed student performance in, and attitudes toward, an online neuroanatomy assessment compared to an in-person equivalent, as a marker of the efficacy of remote neuroanatomy education. Participants in the National Undergraduate Neuroanatomy Competition (NUNC) 2021 undertook two online examinations: a neuroanatomically themed multiple-choice question paper and anatomy spotter. Students completed pre- and post-examination questionnaires to gauge their attitudes toward the online competition and prior experience of online anatomical teaching/assessment. To evaluate performance, we compared scores of students who sat the online (2021) and in-person (2017) examinations, using 12 identical neuroradiology questions present in both years. Forty-six percent of NUNC 2021 participants had taken an online anatomy examination in the previous 12 months, but this did not impact examination performance significantly (p > 0.05). There was no significant difference in examination scores between in-person and online examinations using the 12 neuroradiology questions (p = 0.69). Fifty percent of participants found the online format less enjoyable, with 63% citing significantly fewer networking opportunities. The online competition was less stressful for 55% of participants. This study provides some evidence to suggest that student performance is not affected when undertaking online examinations and proposes that online neuroanatomy teaching methods, particularly for neuroradiology, may be equally as effective as in-person approaches within this context. Participants perceived online examinations as less stressful but raised concerns surrounding the networking potential and enjoyment of online events.

Teachers’ Opinion about Pharmacology MCQ Question Papers of MBBS Professional Examinations

Introduction: Multiple choice questions (MCQ) are very effective in assessing the students learning since it is very much objective and time saving. MBBS curriculum introduced MCQ in professional examination from 2002. Objective: This cross sectional descriptive study was conducted to get the teachers’ opinion about Pharmacology professional examination MCQ papers of different Universities of Bangladesh. Methods: For this purpose, opinions of total 56 purposively selected teachers of the Department of Pharmacology & Therapeutics of 20 Medical Colleges were collected through self-administered semi-structured questionnaire. Most of the teachers (61%) were in favour of existing distribution of different types of question in curriculum (recall-60%, understanding-30% and problem based-10%) for MCQ paper. Results: Majority of the teachers (71% and 63%) were satisfied with the present coverage of recall and understanding type questions respectively and 60% teachers were satisfied with the coverage of problem based type questions. Fifty-seven percent teachers were satisfied with content coverage in MCQ papers. About 57% teachers were satisfied with the construction of MCQs and 78% teachers were in favour of introduction of single best answer (SBA) type MCQ. Regarding introduction of negative marking for wrong answer, 61% were agreed with the proposal. Conclusion: Findings of this study may be used to redefine the distribution of different types question in SAQ papers and to improve the quality of question papers by ensuring their coverage and construction. JAFMC Bangladesh. Vol 19, No 1 (June) 2023: 6-10

The development and testing of a co-designed distance learning programme to improve the knowledge of trained auxiliary nurse midwives in normal midwifery practice in central India.

In the Indian State of Madhya Pradesh maternal health is poor, and women's social status is low. For some women, autonomy and decision-making within the family is limited as they seek medical treatment through their husband or father-in-law. The then state government identified a need to strengthen midwifery care given by auxiliary nurse midwives to improve maternal and neonatal health.>. This cross-cultural, two phase study was designed in partnership with an Indian non-governmental organisation, utilising Elliot's action research model within the paradigm of critical theory. Phase 1 investigated the then current situation and established a potential solution to strengthening midwifery practice within Madhya Pradesh. This comprised an educational approach using a specifically designed self-directed distance learning programme focussing on normal pregnancy and childbirth. The distance learning programme was a hard copy workbook supported by a multimedia resource informed by the Rowntree and Analysis Design Development Implementation Evaluation models of educational material development. Phase 2 involved the use and evaluation of the distance learning programme with an initial primary group sample of 28 comprising auxiliary nurse midwives (22), lady health visitors (4) and staff nurses (2) in Madhya Pradesh. Fourteen auxiliary nurse midwife participants completed knowledge tests using a pre- and post-programme multiple choice question paper. This primary group negotiated a 3-day workshop to cover identified gaps within their original 12-week study period. Nineteen additional auxiliary nurse midwife participants joined this workshop (group 2). The multiple choice question test results indicated that the first group had poor knowledge of the normal process of pregnancy and childbirth. After the workshop, they marginally improved their personal performance scores. The second group demonstrated greater change, which suggests that coupling self-directed guided study material with an enabling, face-to-face environment can be successful. Distance learning among auxiliary nurse midwives in central India may be enhanced when accompanied by face-to-face workshops. Partnership working - at organisational, team and individual levels, was a crucial, and empowering, component of this cross-cultural action research study. Both points have relevance for others undertaking similar studies.

P22 Developing a pharmacology module for the paediatric non-medical prescribing course

IntroductionDemand from local NHS stakeholders identified a gap for a taught education course tailored to the niche requirements of paediatric healthcare staff wishing to become non-medical prescribers. This was seen as an excellent opportunity to review and develop the pharmacology module within the Non-medical Prescribing (NMP) course by giving it a paediatric focus.AimTo develop a pharmacology module with an emphasis on paediatric prescribing that meets the professional requirements of the General Pharmaceutical Council (GPhC), the Nursing and Midwifery Council (NMC) and the Health Care Professions Council (HCPC).MethodKnowledge of curriculum design and structure was utilised in developing the paediatric pharmacology module. This ensured that the underpinning theory of prescribing medicines safely for children was delivered at the right academic level. The content, delivery and learning outcomes were dictated by the Prescribing Competency Framework for All Prescribers (RPS, 2016).1 But the cognitive teaching and learning methods arose from the rigid expectation to meet the regulatory requirements of each professional body. To ensure consistency across the whole NMP programme, the structure of the pharmacology module assessments (both formative and summative) was kept the same. The summative (final) assessments consisted of a multiple choice question (MCQ) paper requiring the students to answer a total of twenty MCQs, with the pass mark set by the regulatory bodies at 80%; a drug calculations paper consisting of five questions with a 100% pass mark; and a 5 minute information giving OSCE (objective structured clinical examination). The whole module was looked at a fresh from a paediatric perspective. The content and timetable were compiled and reviewed jointly by a paediatric pharmacist and a paediatric nurse. Both were experienced academics already teaching on the NMP course. While some of the lectures were delivered by in-house university academic staff, the majority of the sessions were delivered by specialist paediatric guest lecturers who were actively working in their respective clinical fields. This ensured that the knowledge imparted to students was practical, current and relevant to prescribing for children.ResultsAll students had to be practising in paediatrics for a minimum period of two years and have evidence of studying at level 6 (graduate level) or equivalent. The target audience consisted of allied healthcare professionals specialising in paediatrics, including nurses, pharmacists, optometrists, physiotherapists, podiatrists, dieticians and therapeutic radiographers. However, the first cohort of 51 students comprised entirely of paediatric nurses. The majority of students passed each assessment first time. All students passed the 5-minute information giving OSCE, but 25% of the students had to re-sit the pharmacology MCQ paper and 17% had to re-sit the drug calculations paper. Following the resits the remaining students all passed except for one student who failed the course.ConclusionOverall, the course was well received, with positive feedback from most students and stakeholders. Valuable suggestions were also received for further improvements to the course and pharmacology module. These are currently being implemented with intake of students.ReferenceRoyal Pharmaceutical Society ( 2016) A competency framework for all prescribers. Available from: http://www.rpharms.com/Portals/0/RPS%20document%20library/Open%20access/Professional%20standards/Prescribing%20competency%20framework/prescribing-competency-framework.pdf [Accessed 25/6/19]

Content Validity of West African Examination Council Financial Accounting Questions

The study sought to ascertain the content validity of West African Examination Council Multiple-Choice Test Items in Financial Accounting from 2016-2018. The researchers assessed how spread taxonomically the content of the core curriculum in the WASSCE Financial Accounting questions were. The population of the study included all the West African Senior School Certificate Examination (WASSCE) multiple-choice question papers in Financial Accounting set by the Council. The sample covered multiple-choice test items from 2016-2018. Two research questions and two hypotheses guided the study. The Financial Accounting curriculum and the WASSCE Financial Accounting questions were the main instruments used for data collection. A total of 150 WASSCE objective questions papers were categorized in line with the various cognitive levels. The results revealed that some topics were overemphasized while others were underemphasized. Some topics like introduction to accounting were ignored. The spread of the questions to different cognitive levels did not comply with the required standard; therefore, the WASSCE questions within the period have low content validity. The curriculum should from time-to-time be scrutinized alongside the WASSCE syllabus in order to make the two agree in both content and objectives. https://doi.org/10.26803/ijlter.19.6.10

Nonfunctional distractor analysis: An indicator for quality of Multiple choice questions.

Objectives:To analyze the low to medium distractor efficiency items in a multiple-choice question (MCQ) paper for item writing flaws.Methods:This qualitative study was conducted at Islamic International Medical College Rawalpindi, in October 2019. Archived item- analysis report from a midyear medium stakes MCQ paper of 2nd year MBBS class, was analyzed to determine the non-functional distractors (NFDs) and distractor efficiency (DE) of items, in a total of 181 MCQs. DE was categorized as low (3-4 NFDs), medium (1-2 NFDs) and high (0 NFD). Subsequently, qualitative document analysis of the MCQ paper whose item analysis report was assessed was conducted to investigate the item flaws in the low to medium DE items. The flaws identified were coded and grouped as, within option flaws, alignment flaws between options and stem/ lead-in and other flaws.Results:Distractor efficiency was high in 69 items (38%), moderate in 75 items (42%) and low in 37 items (20%). The item-writing flaws identified in low to moderate DE items within distractors included, non-homogenous length (1.8%), non-homogenous content (8%) and repeat in distractor (1.7%). Alignment flaws between distractors and stem/ lead-in identified were linguistic cues (10%), logic cues (12.5%) and irrelevant distractors (16%). Flaws unrelated to distractors were low cognitive level items (40%) and unnecessarily complicated stems (11.6%).Conclusions:Analyzing the low to medium DE items for item writing flaws, provides valuable information about item writing errors which negatively impact the distractor efficiency.

ASSESSMENT OF MODEL FIT FOR 2016 AND 2017 BIOLOGY MULTIPLE CHOICE TEST ITEMS OF THE NATIONAL BUSINESS AND TECHNICAL EXAMINATION BOARD

This study was based on the assessment of model fit for 2016 and 2017 Biology multiple choice test items of the National Business and Technical Examination Board. It aimed at empirically investigating the model fit of the 1, 2, and 3 Parameter Logistic Models (PLM) of the examinations using Item Response Theory. Three research questions were raised with two hypotheses formulated and tested. The expo-facto research design was adopted for this study. The population for the study was 5,115 and 4600 candidates in public and private schools in south-south geo-political zone in Nigeria for 2016 and 2017 respectively. A total of 2000 students were sampled using Simple random sampling technique. The instruments for data collection was the NABTEB 2016 and 2017 Biology multiple choice question papers. The instruments are said to be valid and reliable as they were developed by a standard examination body. The responses from the instruments were used for data analysis. The results obtained from the study revealed that the 1, 2 and 3 PLM fit the 2017 and 2016 NABTEB May/June Biology multiple choice test items. However, the 1PLM provided a better fit to the data than other models. Based on the findings of the study, it was recommended among others that the examining bodies should make sure that model fit the data well before they are used to make inferences regarding the data.

Anatomy of Teaching Anatomy: Do Prosected Cross Sections Improve Students Understanding of Spatial and Radiological Anatomy?

Introduction. Cadaveric dissections and prosections have traditionally been part of undergraduate medical teaching. Materials and Methods. Hundred and fifty-nine first-year students in the Faculty of Medicine, University of Colombo, were invited to participate in the above study. Students were randomly allocated to two age and gender matched groups. Both groups were exposed to identical series of lectures regarding anatomy of the abdomen and conventional cadaveric prosections of the abdomen. The test group (n = 77, 48.4%) was also exposed to cadaveric cross-sectional slices of the abdomen to which the control group (n = 82, 51.6%) was blinded. At the end of the teaching session both groups were assessed by using their performance in a timed multiple choice question paper as well as ability to identify structures in abdominal CT films. Results. Scores for spatial and radiological anatomy were significantly higher among the test group when compared with the control group (P < 0.05, CI 95%). Majority of the students in both control and test groups agreed that cadaveric cross section may be useful for them to understand spatial and radiological anatomy. Conclusion. Introduction of cadaveric cross-sectional prosections may help students to understand spatial and radiological anatomy better.

Trends in Covering Different Aspects of Anatomy in Written Undergraduate MBBS Course

Introduction: Rapid advancement of biomedical knowledge along with consistent increase in technical facilities in medical science changes the teaching-learning processes of undergraduate medical course in many countries and Anatomy is no exception. Some of these changes have been incorporated into the undergraduate medical course in Bangladesh and some are yet to be incorporated. In this situation, a thorough understanding is required to know how different aspects of Anatomy are distributed in terms of weightage in the written assessment of Anatomy course, which indirectly influence the learning of the course. To have an insight regarding this, thorough analyses of recent question papers of two universities were done in this study. Objectives: Analyses of question papers give a clue about the variation in the distribution of weightage in different aspects of Anatomy in the undergraduate written exams (due to absence) in terms of allocation of proper weightage in the curriculum. Study design: A descriptive, observational study involving quantitative analysis. Place and period of study: Anatomy Department of AFMC from March 2012 to August 2012. Materials and Methods: The study includes analysis of 28 short answer question papers and 23 multiple choice question papers of two universities in Dhaka. This is a quantitative study and means of percentage value were calculated by using SPSS program for analyzing the question paper. Results: It is observed from the analyses that Topographic Anatomy got maximum coverage (40-89%) and aspects like Genetics, Radiographic Anatomy and Surface was covered less than 3% (absent in some question papers) of the question papers. The result of the present study will help in improvement of present written assessment system of the undergraduate Anatomy course. Conclusion: From result and analysis it is evident that the present assessment system needs to give proper weightage to different aspects of Anatomy to make the assessment more valid, objective and reliable. DOI: http://dx.doi.org/10.3329/jafmc.v9i1.18729Journal of Armed Forces Medical College Bangladesh Vol.9(1) 2013: 75-83

A cross-sectional study on the effect of post-rape training on knowledge and confidence of health professionals in South Africa

ObjectiveTo determine whether a national training program on post-rape care in South Africa resulted in improvements in knowledge and confidence in health professionals, and to distinguish baseline factors related to these changes in knowledge and confidence. MethodsData for this cross-sectional study were collected over four training sessions in 2008 using questionnaires and multiple choice question papers given to 152 health professionals. Information was collected on demographics, service provision, and previous training. The change in knowledge and confidence was calculated from baseline and post-training scores. Factors related to these changes in knowledge and confidence were tested through the development of two models. ResultsSeventy-four percent of the health professionals (n=112) who attended the training had completed all components of the data collection. The average age of the professionals was 41.6years, 71% were females, and 68% nurses. Health professionals showed significant increases in percentage knowledge (40% at baseline vs 51% post training; P<0.001) and confidence (67% at baseline vs 80% post training; P<0.001) after the training. In the final multivariate models, empathy was significantly associated with a change in knowledge (coefficient −1.2; 95% CI, −1.9 to 0.4; P=0.005), while the facility level and baseline knowledge and confidence were significantly associated with change in confidence. ConclusionThe training program was found to improve levels of knowledge and confidence in health professionals. Rollout of this program is critical with expansion into undergraduate curriculums.

Does completion of the Essential Steps in Managing Obstetric Emergencies (ESMOE) training package result in improved knowledge and skills in managing obstetric emergencies

Objective. To assess the effect of the Essential Steps in Managing Obstetric Emergencies (ESMOE) training programme on improving knowledge and skills of interns. Method. Interns starting their internship in Obstetrics and Gynaecology in May 2008 were asked to participate in the ESMOE training programme at all the sites where facilitators had been trained in ESMOE. At these sites, interns completing their obstetric and gynaecology rotations were asked to undergo an evaluation at the end of April; this group acted as a control group. Interns participating in the ESMOE training had the same evaluation before starting the course in May and at the end of August. Outcomes. Scores obtained in knowledge testing by multiple choice questions (MCQ) and skills testing by objective structured clinical examination (OSCE). Results. A total of 68 interns completing their O&G rotation in April wrote the MCQ paper from 8 hospitals. Twenty of them were randomly chosen to do the skills test. This group served as the control for the study group that underwent the training. Seventy-eight of the new group of O&G interns starting in May wrote the MCQ paper as a pre-test, and 21 were randomly chosen to do the skills test. The ESMOE training was then conducted. In August, this group re-wrote the MCQ paper as a post-test, and 24 were randomly selected to do the skills test. The post-test MCQ scores of the study group were significantly higher than their pre-test scores and those of the control group of interns (79 (58 - 93), 75 (48 - 91) and 77 (57 - 86) respectively). Similarly, the post-test OSCE scores of the post-test study group were significantly higher than their pre-test scores and those of the control group of interns (30.75 (25 - 38), 19.75 (8.5 - 27.5) and 24.5 (14.4 - 31) respectively). Conclusion. Completion of the ESMOE training package resulted in a significant improvement of interns’ knowledge and skills compared with that before the course or with other interns who had already completed their O&G rotation.

An Automatic System to Grade Multiple Choice Questions paper based exams

The use of Multiple Choice Question (MCQ) in paper based exams is a very popular choice in the international certificate exams (like TOEFL) because it is very fast to grade and it does not let the student write any unnecessary information. In international tests, a specialized machine is used for grading MCQ paper based exams, this machine is very expensive and it needs a special trained operator to operate the machine correctly and efficiently. This project suggests a method to use a personal computer plus a scanner and a program written in Matlab programming language to grade a specially designed MCQ exam test paper with 15 questions with four choices for each question which the student can choose only one answer per question. The program has been tested to detect the correct answers by comparing each paper with a pre scanned test paper that contains the correct answers, many forms of test papers are used to answer different sets real questions for a real exam that has been conducted in the computer center in the Baghdad University and shown to produce results that matches the results gained from grading the same papers manually. The program is written in such a way that it can tolerate rotating the papers in the scanning operation using the process of image registration, any kind of pencil can be used to make the correct answer no matter its color. The program can detect question with multiple choices and eliminate them from calculations.

Experience with multiple choice question papers in Nigeria. A practical guide to their use in a new medical school.

The application of MCQ examination techniques, in the context of a new medical school in tropical Africa, is described. The pitfalls are noted, the composition of papers discussed, and a simple method of marking is described. Some examples of questions are given, and their individual values are simply assessed. From our experience, there is no doubt that objective testing has a real place in a young medical school, where it can actually save time, as well as reducing variation in standards of examination.

Multiple-choice question paper scores in pathology. A review of scores obtained in a pretest and in four final MB examinations of London University.

Multiple-choice question paper scores in pathology. A review of scores obtained in a pretest and in four final MB examinations of London University.

The Introduction of Single Best Answer Questions as a Test of Knowledge in the Final Examination for the Fellowship of the Royal College of Radiologists in Clinical Oncology

AimsThe single best answer (SBA) format of multiple choice questions (MCQ) is recognised to be better suited to the assessment of the higher levels of knowledge essential for clinical practice, such as data interpretation, problem solving and decision making, than traditional true/false MCQ. In autumn 2006, the Royal College of Radiologists (RCR) introduced SBA questions as its sole written test of knowledge for the Final Fellowship Examination in Clinical Oncology (Final FRCR Examination). This article reviews the application of SBA questions to clinical oncology and analyses the first year's experience of the new examination format. MethodsThe results of the last two true/false MCQ examinations (autumn 2005 and spring 2006) and the first two SBA examinations (autumn 2006 and spring 2007) were analysed. The predictive values of the different components of the Final FRCR Examination (SBA, true/false MCQ, case orientated questions COQ, clinical and oral examinations) were compared. ResultsIn autumn 2005, 86% of candidates passed the true/false MCQ paper but only 48% passed the examination overall. In spring 2006, 91% of candidates passed the true/false MCQ paper but the overall pass rate was only 36%. In contrast, the pass rate for the SBA papers was 66% for both autumn 2006 and spring 2007, which was comparable to the overall pass rate of 53% and 52% respectively. All the components of the examination (SBA, true/false MCQ, COQ, clinical and oral examinations) had similar negative predictive values of between 80% and 90% (p=0.3, chi-square test). However, the positive predictive value of true/false MCQ was inferior to the other sections of the examination (46% compared to 74%, 80%, 74% and 72% for SBA, COQ, clinicals and orals respectively, p<0.001, chi-square test). ConclusionThe new format SBA questions are more reliable than the previous true/false MCQ in discriminating between knowledgeable and unknowledgeable candidates in the Final FRCR Examination in Clinical Oncology.

Standard setting: Comparison of two methods

BackgroundThe outcome of assessments is determined by the standard-setting method used. There is a wide range of standard – setting methods and the two used most extensively in undergraduate medical education in the UK are the norm-reference and the criterion-reference methods. The aims of the study were to compare these two standard-setting methods for a multiple-choice question examination and to estimate the test-retest and inter-rater reliability of the modified Angoff method.MethodsThe norm – reference method of standard -setting (mean minus 1 SD) was applied to the 'raw' scores of 78 4th-year medical students on a multiple-choice examination (MCQ). Two panels of raters also set the standard using the modified Angoff method for the same multiple-choice question paper on two occasions (6 months apart). We compared the pass/fail rates derived from the norm reference and the Angoff methods and also assessed the test-retest and inter-rater reliability of the modified Angoff method.ResultsThe pass rate with the norm-reference method was 85% (66/78) and that by the Angoff method was 100% (78 out of 78). The percentage agreement between Angoff method and norm-reference was 78% (95% CI 69% – 87%). The modified Angoff method had an inter-rater reliability of 0.81 – 0.82 and a test-retest reliability of 0.59–0.74.ConclusionThere were significant differences in the outcomes of these two standard-setting methods, as shown by the difference in the proportion of candidates that passed and failed the assessment. The modified Angoff method was found to have good inter-rater reliability and moderate test-retest reliability.

Pass mark for MRCPsych examinations

I have just learned with amazement and indeed horror from one of the senior house officers (SHOs) that in order to proceed to the second examination (the objective structured clinical examination) candidates will need to score 78.2% in the multiple choice question paper of the MRCPsych part I exam.

Development and Validation of a Multiple-Choice Question Paper in Basic Colonoscopy

Factual knowledge underpins competence in all clinical skills. A multiple-choice question paper (MCQ) was designed as part of an accelerated colonoscopy training week (ACTW). In the United Kingdom, there are no validated methods of assessing core knowledge in colonoscopy. The aims of this study were to develop an MCQ paper, to demonstrate its construct validity, and to establish whether the ACTW improved core knowledge. Two 30-question MCQ papers (A and B) were designed. Delegates attending the British Society of Gastroenterology (BSG) 2004 meeting responded either to MCQ paper A or B. Demographic data were collected on their experience in colonoscopy. Doctors attending the ACTW completed either MCQ paper A or B before the course, and the other paper after the course. Seventy-eight delegates at the BSG meeting completed the MCQ. There was a significant difference in the scores between those who had carried out less than 200 colonoscopies (mean 32.5 %) and those who had performed more than 200 (mean 58.4 %; P < 0.0001). Seventeen doctors attending the ACTW completed the MCQ. The mean score for papers A and B increased significantly following the course--57.2 % before the ACTW, 67 % after it ( P = 0.003). This MCQ is capable of differentiating between endoscopists with different levels of experience in colonoscopy. Doctors attending an ACTW significantly improve their knowledge in colonoscopy. A validated MCQ such as this could be used as part of the assessment process to ascertain competence in colonoscopy.

London medical school implements admission test

Royal Free and University College Medical School in London is set to follow the example of Oxford and Cambridge by adopting the Biomedical Admissions Test (BMAT) for the coming academic year. The BMAT is a two hour test consisting of two multiple choice question papers and an essay section that tests aptitude and skills, scientific knowledge, and application and writing. Prospective medical students have to sit the exam at one of the designated UK or international open centres, and the results are distributed to the universities. “With the huge volume of applications we have now it is very difficult to be objective about who we should select for the interview places we have. The personal statements are becoming formulaic. A levels are all predicted A grades and the references are no longer confidential so they are less useful,” said …