Attitudes of veterinary faculty to the assessment of clinical reasoning using extended matching questions

Journal of Veterinary Medical Education

Volumn 35, Issue 4, 2008, Pages 622-630

  Tomlin, Jane L ^a   Pead, Matthew J ^a   May, Stephen A ^a  

^a ROYAL VETERINARY COLLEGE   (United Kingdom)

Author keywords

Assessment; Clinical reasoning; Extended matching questions; Faculty attitudes; Validity

Indexed keywords

ARTICLE; CLINICAL COMPETENCE; DECISION MAKING; EDUCATION; HEALTH PERSONNEL ATTITUDE; HUMAN; METHODOLOGY; PROBLEM BASED LEARNING; PROBLEM SOLVING; PSYCHOLOGICAL ASPECT; QUESTIONNAIRE; SCHOOL; UNITED KINGDOM; UNIVERSITY; VETERINARY MEDICINE;

ATTITUDE OF HEALTH PERSONNEL; CLINICAL COMPETENCE; DECISION MAKING; EDUCATION, VETERINARY; EDUCATIONAL MEASUREMENT; FACULTY; HUMANS; LONDON; PROBLEM SOLVING; PROBLEM-BASED LEARNING; QUESTIONNAIRES; SCHOOLS, VETERINARY; VETERINARIANS;

EID: 62949220162     PISSN: 0748321X     EISSN: None     Source Type: Journal    
DOI: 10.3138/jvme.35.4.622     Document Type: Article

References (26)

1. Newble D, Norman G, Van der Vleuten C. Assessing clinical reasoning. In Jones JHM, ed. Clinical Reasoning in the Health Professions, 2nd ed. Oxford: Butterworth-Heinemann, 2000:156-168.
2. Tomlin JL, Pead MJ, May SA. Veterinary students' attitudes toward the assessment of clinical reasoning using extended matching questions. J vet Med Educ 35:622-630, 2008 (current issue)
3. Case SM, Swanson DB. Extended-matching items: a practical alternative to free-response questions. Teach Learn Med 5:107-115, 1993.
4. Fenderson BA, Damjanov I, Robeson MR, Veloski J, Rubin E. The virtues of extended matching and uncued tests as alternatives to multiple choice questions. Hum Pathol 28:526-532, 1997.
5. Beullens J, van Damme B, Jaspaert H, Janssen PJ. Are extended-matching multiple-choice items appropriate for a final test in medical education? Med Teach 24:390-395, 2002.
6. Beullens J, Struyf E, Van Damme B. Do extended matching multiple-choice questions measure clinical reasoning? Med Educ 39:410-417, 1995.
7. Case SM, Swanson DB, Ripkey DR. Comparison of items in five-option and extended-matching formats for assessment of diagnostic skills. Acad Med 69:S1-S3, 1994.
8. Royal College of Veterinary Surgeons [RCVSJ. Essential Competencies Required of a Veterinary Surgeon 〈http://www.rcvs.org.uk/Shared-ASP- Files/UploadedFiles/966BD575-F3BB-443F-995A-0D480DCE97F3-dayl-yearl-comp. pdf〉. Accessed 10/15/08. RCVS, 2006.
9. Lingard L, Kennedy T. Qualitative Research in Medical Education. Edinburgh: Association for the Study of Medical Education, 2007.
10. Carney PA, Nierenberg DW, Pipas CF, Brooks WB, Stukel TA, Keller AM. Educational epidemiology: applying population-based design and analytic approaches to study medical education. J Am Med Assoc 292:1044-1050, 2004.
11. Data Protection Act 1998 (U.K.), 1998, c. 29 〈http://www. opsi.gov.uk/acts/actsl998/ukpga-19980029-en-l〉. Accessed 10/15/08.
12. Schmidt HG, Boshuizen HPA. On acquiring expertise in medicine. Educ Psychol Rev 5:205-221, 1993.
13. Norman GR, Brooks LR. The non-analytical basis of clinical reasoning. Adv Health Sci Educ 2:173-184, 1997.
14. Coderre S, Mandin H, Harasym PH, Fick GH. Diagnostic reasoning strategies and diagnostic success. Med Educ 37:695-703, 2003 p699.
15. Van der Vleuten CPM, Newble DI. How can we test clinical reasoning? Lancet 345:1032-1034, 1995.
16. Ark TK, Brooks LR, Eva KW. Giving learners the best of both worlds: do clinical teachers need to guard against teaching pattern recognition to novices? Acad Med 81:405-409, 2006.
17. Eva KW, Hatala RM, LeBlanc VR, Brooks LR. Teaching from the clinical reasoning literature: combined reasoning strategies help novice diagnosticians overcome misleading information. Med Educ 41:1152-1158, 2007 pll57.
18. Ark TK, Brooks LR, Eva KW. The benefits of flexibility: the pedagogical value of instructions to adopt multifaceted diagnostic reasoning strategies. Med Educ 41:281-287, 2007.
19. Moulton CE, Regehr G, Mylopoulos M, MacRae HM. Slowing down when you should: a new model of expert judgment. Acad Med 82:S109-S116, 2007.
20. Eva KW. What every teacher needs to know about clinical reasoning. Med Educ 39:98-106, 2005.
21. Norman G, Young M, Brooks L. Non-analytical modes of clinical reasoning: the role of experience. Med Educ 41:1140-1145, 2007.
22. Mamede SS, Schmidt HG. The structure of reflective practice in medicine. Med Educ 38:1302-1308, 2004.
23. Anderson KJ. Factors affecting the development of undergraduate medical students' clinical reasoning ability. Doctoral dissertation, Faculty of Health Sciences, University of Adelaide, Australia, 2006.
24. Norman GR, Trott AD, Brooks LR, Smith EKM. Cognitive differences in clinical reasoning related to postgraduate training. Teach Learn Med 6:114-120, 1994.
25. Mamede S, Schmidt HG, Rikers RMJP, Penaforte JC, Coelho-Filho JM. Breaking down automaticity: case ambiguity and the shift to reflective approaches in clinical reasoning. Med Educ 41:1185-1192, 2007.
26. Patel VL, Groen GJ, Arocha JF. Medical expertise as a function of task difficulty. Mem Cognit 18:394-406, 1990.