Very short answers were harder than MCQs — but neither practice format won for retention

In a within-subjects study (n=45), VSAQ practice had more errors than MCQs, yet practice format did not change final retention when no feedback was given.

Contents

In one sentence

Medical students who practiced with both very short answer questions (VSAQs) and multiple-choice questions (MCQs) — without feedback — showed no retention advantage for either practice format, even though VSAQs were failed more often.


What the researchers did

van Wijk and colleagues ran a randomised within-subjects study with 45 students in an extracurricular lifestyle course. Each student practiced with both VSAQs and MCQs, without feedback. The final retention test reused identical questions in both formats.

A 2 × 2 repeated-measures ANOVA tested effects of practice format and final-test format on scores. Digital questionnaires captured how students experienced the tests.


What they found

  • VSAQs were answered incorrectly more often on practice tests and on the final test.
  • There was no main effect of practice question format on final test performance.
  • There was no interaction between practice format and final-test format.
  • Most students still judged the practice tests beneficial for learning, regardless of format.
  • Authors suggest lower initial retrieval success on VSAQs may have limited their practice benefit when feedback was absent.

What this means for learners and educators

  • Switching to short-answer practice alone does not guarantee better retention — especially without feedback after each attempt.
  • If you use VSAQs, raise early success (hints, scaffolding, or immediate correction) so failed retrieval does not stay uncorrected.
  • MCQs remain usable for volume practice; pair them with some free recall so recognition is not your only mode.
  • Student belief that practice helps can outrun measurable format differences — still measure delayed scores, not only opinions.

Limitations and what we don't know yet

n = 45 in one extracurricular course limits generalisation. No feedback during practice is a strong design choice that may blunt free-recall advantages. Final items matched practice formats, which can favour transfer within format. Abstract reporting lacks exact score means and retention delay. Clinical trial number: not applicable.