Aim: We hypothesized that multiple-choice questions written by radiology residents (MCQ resident) for their weekly case presentations during radiology staff meetings could be used along with multiple-choice questions written by radiology teachers (MCQ teacher) for their annual evaluation. The current prospective study aimed at determining the educational characteristics of MCQ resident and at comparing them with those of MCQ teacher. Methods: Fifty-one radiology residents of the first to the fifth year of training took the 2017 exam that contained 58 MCQ resident and 63 of MCQ teacher. The difficulty index, the discrimination power, and the distractor's quality were calculated in the two series of MCQs and were compared by using Student t test. Two radiologists classified each MCQ according to Bloom's taxonomy and frequencies of required skills of both MCQ series were compared. Results: The mean ± SD difficulty index of MCQ resident was statistically significantly higher than that of MCQ teacher (0.81 ± 0.1 vs 0.64 ± 0.2; p < 0.0001). The mean ± SD discrimination index of MCQ resident was statistically significantly higher than that of MCQ teacher (0.34 ± 0.2 vs 0.23 ± 0.2; p = 0.0007). The mean number of nonfunctional distractors per MCQ resident was statistically significantly higher than that per MCQ teacher (1.36 ± 0.9 vs 0.86 ± 0.9; p = 0.0031). MCQ resident required recalling skills more frequently than MCQ teacher which required more advanced skills to obtain a correct answer. Conclusions: Educational characteristics of MCQ resident differ from those of MCQ teacher. This study highlights the characteristics to optimize the writing of MCQs by radiology residents.