Comparison of level of cognitive process between case-based items and non-case-based items of the interuniversity progress test of medicine in the Netherlands
SourceJournal of Educational Evaluation for Health Professions, 15, (2018), pp. 28
Article / Letter to editor
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Journal of Educational Evaluation for Health Professions
SubjectRadboudumc 10: Reconstructive and regenerative medicine RIHS: Radboud Institute for Health Sciences
PURPOSE: It is assumed that case-based questions require higher order cognitive processing, whereas questions that are not case-based require lower order cognitive processing. In this study, we investigated to what extent case-based questions and questions that are not case-based, relate to Bloom's taxonomy. METHODS: In this article, 4800 questions of the Progress Test were classified whether it was a case-based question and the level of Bloom's taxonomy. Lower-order questions require students to remember or/and basically understand the knowledge. Higher-order questions require students to apply, analyze, or/and evaluate. A phi-coefficient was calculated to investigate the relations between the presence of case-based questions and the required level of cognitive processing. RESULTS: Our results demonstrated that case-based questions were measuring higher levels of cognitive processing in 98.1% of the questions. Of the non-case-based questions, 33.7% required a higher level of cognitive processing. The phi-coefficient demonstrated a significant moderate correlation between the presence of a patient case in a question and its required level of cognitive processing (phi-coefficient = 0.55, p<0.001). CONCLUSION: Medical teachers should be aware of the association between item formats (case-based versus non-case-based) and the cognitive processes they elicit in order to meet a certain balance in a test, taking the learning objectives as well as the test difficulty into account.
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