Brief multiple-choice question workshops are a prevalent part of the faculty development landscape. But do they work? Studies have documented that faculty member-written multiple-choice questions (fMCQs) are frequently flawed and do not live up to quality standards. Poor fMCQs have real consequences for students beyond annoyance. Fourteen studies of fMCQ training from a variety of fields are synthesized. While not methodologically rigorous, there is a level of ecological validity to the set. The good news is that, with some training, fMCQs improve. The fMCQ item-writing workshop may yet have its place in the faculty development landscape.