Introduction: Medical schools are obliged to train interested physicians with high-level thinking skills. Appropriate assessment practices help support medical students' understanding and strengthen their ability to integrate and synthesize information. Multiple-choice questions are the most common method for measuring student learning.
Method: In order to determine the effect of multiple-choice questions on strengthening critical thinking skills in medical students, a search was conducted using relevant keywords in the international databases Scopus, PubMed, Web of Science, and Persian databases Magiran, SID, and the Research Articles Bank, as well as the Google Scholar search engine.
Results: Bloom's Taxonomy has been used to describe the levels of cognitive learning. The original classification was developed by Bloom and his colleagues. This classification was revised by one of Bloom's colleagues, David Kratwell, and his colleagues. In the world of clinical procedures, learners are expected to develop higher-order thinking skills that encompass all of Bloom's levels. Bloom's framework was originally developed to assist in curriculum design and development, but it has also been used to guide assessment.
Conclusion: The contextual nature of medical education requires that students draw on a variety of sources for meaningful learning. To do this, learners must construct schemas that use prior knowledge to aid in the acquisition of new knowledge. Little is known about the relationship between the different levels in Bloom's taxonomy, and although it is assumed that skills at higher levels in Bloom's taxonomy involve lower levels, how this happens is unclear.