Double- and triple-jump questions appearing in the USMLE I

Leslie Q Tam
2005 Hawaii medical journal  
Professor Emeritus, Tropical Medicine & Medical Microbiology \Iedical students completine the l_S\l F F I in recent ears ha\ C reported the appearance of increasing numbers of multiple-choice questions I \ICQ'd in the double-and triple-tnmp Emmmnat. 1 he scare questions which require making not one. hut i o or three correct decisions before selecting an answer. In I 9X4, a blue-ribbon panel oftheAmcrmean \ssoeiation of\1edcal Colleges concluded that the present. passi\ e stein of medical
more » ... on in the United States was based lareel on memorization and recall. The panel found that in over "(1 percent of l_ S. medical schools, students were required to take the natmonall\ stHndardtzed. multiple-choice examinations provided by the National Hoard of Medical Examiners. The panel recommended that medical educators design tests that measure the ability of students to gather informanon. problem-solve, and apply kno\\ ledge to clinical situations. Perhaps in response to recommendations ueh as the one above. questions appearing in recent tests of basic science concepts and principles in the USMLE I hake a nc\v format. Fhe question stem is presented in a clinical scenario, The student must first analyze the question stem and decide what the clinical problem is. Hav ing done this, the student must then read the question and make one decision (single-jump), two decisions (double-lump), or three decisions (triple-jump) before selecting from the ansser pool. The following is an example ofwhat might he considered a typical question presented in single-, double-, and triple-tump USMLE
pmid:16156162 fatcat:wsy6z4cgp5gwfpwua6f4ah4u2i