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Context: Active teaching& learning is regarded as a superior instructional method compared with the traditional lecture based learning that only promotes passive acquisition of knowledge. Active teaching and learning promotes critical thinking skills. Multiple choice questions (MCQs) have been increasingly used for examining the academic achievement among students. However, there is ongoing debate regarding the effectiveness of using MCQs in addressing higher levels of thinking provided that many of academics are lacking the required skills.

Objectives: I sought to 1): determine the outstanding shortcomings that hamper the academics’ abilities to put standardized MCQs exams; 2) create self-review checklist to help academics, in the field of physical therapy and rehabilitation, to develop their skills in constructing high quality standardized MCQs.

Results: Based on the review of 36 MCQs put by academics, who all had philosophy of doctorate degree in physical therapy, a number of guiding principles were formulated and shared with academics then we all together started to feel the upshot of those efforts.

Conclusions: Despite the progress that has been made the majority of academics are still in need for extensive training to advance their academic skills in designing and putting standardized MCQs that address all levels of thinking especially the higher levels of critical thinking. Periodic multi-disciplinary meetings to exchange information and experience will be held to foster creating quality assessment exams specific to every particular subject taught in this physical therapy programme.