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Modern technology and computing are playing an ever larger role in education in general and in medicine in particular. Computerisation of assessments has been used at a basic level for nearly 50 years, with optical mark readers (still used in many institutions, including on the Advanced Life Support and Advanced Trauma Life Support ®  courses) first being used in the 1960s. A huge increase in the use of information technology as a teaching aid has been mirrored by an increase in its use in assessment. There are at least four major drivers behind this move towards computer-based assessment (CBA): efficiency, transparency, reliability and validity.

Would the MRCS Written Papers Benefit from Computerisation? The University of Nottingham Experience