Evaluating active learning strategies among students: a comparison of note-taking and multiple-choice question writing on summative examination performance.

A cluster-randomised controlled crossover study was conducted among first-year undergraduate physiotherapy students enrolled in a psychology course at a Polish medical university. The study included 173 students (116 females, 57 males), aged 18–23 years. Following the psychology module, students completed a homework assignment, either a written note or an MCQ, which was subsequently reviewed by instructors. These materials were intended to support students’ preparation for the final psychology examination. The effectiveness of each method as a tool for knowledge consolidation was evaluated using summative exam scores. Additionally, students provided qualitative feedback on their preferred learning method via an open-ended question.