Electronic assessment of clinical reasoning in clerkships: A mixed-methods comparison of long-menu key-feature problems with context-rich single best answer questions

Medical Teacher

Volumn 39, Issue 5, 2017, Pages 476-485

  Huwendiek, Sören ^a   Reichert, Friedrich ^b   Duncker, Cecilia ^c   de Leng, Bas A ^d   van der Vleuten, Cees P M ^e   Muijtjens, Arno M M ^e   Bosse, Hans Martin ^f   Haag, Martin ^g   Hoffmann, Georg F ^h   Tönshoff, Burkhard ^h   Dolmans, Diana ^e  

^a UNIVERSITY OF BERN   (Switzerland)

^b KLINIKUM STUTTGART   (Germany)

^c UNIVERSITY HOSPITAL SCHLESWIG HOLSTEIN   (Germany)

^d UNIVERSITY OF MÜNSTER   (Germany)

^e MAASTRICHT UNIVERSITY   (Netherlands)

^f UNIVERSITY HOSPITAL DÜSSELDORF   (Germany)

^g HEILBRONN UNIVERSITY   (Germany)

^h UNIVERSITY HOSPITAL HEIDELBERG   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

CHILD; CLINICAL EDUCATION; CONTROLLED STUDY; HUMAN; HUMAN EXPERIMENT; INFORMATION PROCESSING; INTERMETHOD COMPARISON; MEDICAL STUDENT; PERCEPTION; SKILL; STATISTICAL ANALYSIS; STIMULUS; VIGNETTE; CLINICAL COMPETENCE; COMPARATIVE STUDY; EDUCATION; PROBLEM SOLVING; PROCEDURES;

CLINICAL CLERKSHIP; CLINICAL COMPETENCE; EDUCATIONAL MEASUREMENT; HUMANS; PROBLEM SOLVING; STUDENTS, MEDICAL;

EID: 85014765397     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.1080/0142159X.2017.1297525     Document Type: Article

References (40)

1. Al-Kadri HM, Al-Moamary MS, Roberts C, van der Vleuten CP., 2012. Exploring assessment factors contributing to students’ study strategies:literature review. Med Teach. 34:S42–S50.
2. Biggs J., 1996. Enhancing teaching through constructive alignment. Higher Educ. 32:347–364. Kluwer Academic Publishers. Printed in the Netherlands.
3. Braun V, Clarke V., 2006. Using thematic analysis in psychology. Qual Res Psychol. 3:77–101.
4. Brennan RL., 2001. Generalizability theory. New York (NY):Springer-Verlag.
5. Bronander KA, Lang VJ, Nixon LJ, Harrell HE, Kovach R, Hingle S, Berman N., 2015. How we developed and piloted an electronic key features examination for the internal medicine clerkship based on a US national curriculum. Med Teach. 37:807–812.
6. Bordage G, Carretier H, Bertrand R, Page G., 1995. Comparing times and performances of French- and English-speaking candidates taking a national examination of clinical decision-making skills. Acad Med. 70:359–365.
7. Bosse HM, Dambe R, Juenger J, Kadmon M., 2011. An interdisciplinary and interactive online tool to manage the continuous development of learning objectives in a curriculum. Z Evid Fortbild Qual Gesundhwes. 105:116–123.
8. Bosse HM, Huwendiek S, Möltner A, Skelin S., (2006):Making a pediatric OSCE fair and reliable. Congress of the Association for Medical Education in Europe (AMEE), Abstract 6O 7, Abstractbooklet, 2006, p. 104.
9. Cilliers FJ, Schuwirth LW, van der Vleuten CP., 2012. A model of the preassessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ. 12:9.
10. Desjardins I, Touchie C, Pugh D, Wood TJ, Humphrey-Murto S., 2014. The impact of cueing on written examinations of clinical decision making:a case study. Med Educ. 48:255–261.
11. Downing SM., 2002. Assessment of knowledge in written test forms. In:Norman G, van der Vleuten C, Newble D, eds. International handbook of research on medical education. Dordrecht, the Netherlands:Kluwer Academic. p. 642–672.
12. Downing SM., 2009. Written tests:constructed response and selected response formats. In:Downing SM, Yudkowsky R, eds. Assessment in health professions education. New York (NY):Routledge. p. 149–184.
13. Elstein AS., 1993. Beyond multiple-choice questions and essays:the need for a new way to assess clinical competence. Acad Med. 68:244–249.
14. Farmer EA, Page G., 2005. A practical guide to assessing clinical decision-making skills using the key features approach. Med Educ. 39:1188–1194.
15. Fischer MR, Kopp V, Holzer M, Ruderich F, Juenger J., 2005. A modified electronic key feature examination for undergraduate medical students:validation threats and opportunities. Med Teach. 27:450–455.
16. Frederiksen N., 1984. The real test bias:Influences of testing on teaching and learning. Am Psychol. 39:193–202.
17. Harden RM, Stevenson M, Downie WW, Wilson GM., 1975. Assessment of clinical competence using objective structured examination. Br Med J. 1:447–451.
18. Hatala R, Norman GR., 2002. Adapting the key features examination for a clinical clerkship. Med Educ. 36:160–165.
19. Heemskerk L, Norman G, Chou S, Mintz M, Mandin H, McLaughlin K., 2008. The effect of question format and task difficulty on reasoning strategies and diagnostic performance in internal medicine residents. Adv Health Sci Educ Theory Pract. 13:453–462.
20. Heid J, Bauch M, Brass K, Hess F, Jünger J, Haag M, Leven FJ., 2006. Entwicklung und Einsatz eines sicheren Prüfungssystems für die medizinische Ausbildung. GMS Med Inform Biom Epidemiol. 2:Doc10.
21. Higgs J, Jones MA, Loftus S, Christensen N., 2008. Clinical reasoning in the health professions. 3rd ed. London:Elsevier (Butterworth Heinemann).
22. Huwendiek S, Reichert F, Bosse HM, de Leng BA, van der Vleuten CPM, Haag M, Hoffmann GF, Tönshoff B., 2009. Design principles for virtual patients:a focus group study among students. Med Educ. 43:580–588.
23. Huwendiek S, Duncker C, Reichert F, de Leng BA, Dolmans D, van der Vleuten CPM, Haag M, Hoffmann GF, Tönshoff B., 2013. Learner preferences regarding integrating, sequencing and aligning virtual patients with other activities in the undergraduate medical curriculum:a focus group study. Med Teach. 35:920–929.
24. Huwendiek S, Hanebeck B, Bosse HM, Haag M, Hoffmann GF, Tönshoff B., 2007. Lernen und Prüfen mit virtuellen Patienten am Zentrum für Kinder- und Jugendmedizin des Universitätsklinikums Heidelberg:Ergebnisse der Evaluation im Rahmen des E-Learning-Preises Baden-Württemberg 2007. GMS Med Inform Biom Epidemiol. 5:Doc10.
25. Hrynchak P, Takahashi SG, Nayer M., 2014. Key-feature questions for assessment of clinical reasoning:a literature review. Med Educ. 48:870–883.
26. Kopp V, Möltner A, Fischer MR., 2006. Key-Feature-Probleme zum Prüfen von prozeduralem Wissen:Ein Praxisleitfaden. GMS Z Med Ausbild. 23:Doc10.
27. Krueger RA, Casey MA., 2000. Focus groups:a practical guide for applied research. 3rd ed. London:Sage Publications, Inc.
28. Muchinsky PM., 1996. The correction for attenuation. Educ Psychol Measure. 56:63–75.
29. McLachlan JC., 2006. The relationship between assessment and learning. Med Educ. 40:716–717.
30. Newble DI, Jaeger K., 1983. The effect of assessments and examinations on the learning of medical students. Med Educ. 17:165–171.
31. Newble DI, Baxter A, Elmslie RG., 1979. A comparison of multiple-choice tests and free-response tests in examinations of clinical competence. Med Educ. 13:263–268.
32. Norman GR, Swanson DB, Case SM., 1996. Conceptual and methodological issues in studies comparing assessment formats. Teach Learn Med. 8:208–216.
33. Norman G, Bordage G, Page G, Keane D., 2006. How specific is case specificity?. Med Educ. 40:618–623.
34. Page GG, Bordage G., 1995. The medical council of Canada’s key features project:a more valid written examination of clinical decision-making skills. Acad Med. 70:104–110.
35. Schuwirth LWT, van der Vleuten CPM., 2004. Different written assessment methods:what can be said about their strengths and weaknesses? Med Educ. 38:974–979.
36. Schuwirth L, van der Vleuten CP, Stoffers HE, Peperkamp AG., 1996. Computerized long-menu questions as an alternative to open-ended questions in computerized assessment. Med Educ. 30:50–55.
37. Schuwirth LWT, Verheggen MM, van der Vleuten CPM, Boshuizen HPA, Dinant GJ., 2001. Do short cases elicit different thinking processes than factual knowledge questions do? Med Educ. 35:348–356.
38. van der Vleuten CP, Schuwirth LW., 2005. Assessing professional competence:from methods to programmes. Med Educ. 39:309–317.
39. Veloski JJ, Rabinowitz HK, Robeson MR., 1993. A solution to the cueing effects of multiple choice questions:the Un-Q format. Med Educ 27:371–375.
40. Walter KN, Forster J, Scheerer U, Zieger B, Huwendiek S, Bosse HM., 2008. Etablierung eines Prüfungsverbandes Pädiatrie in Baden-Württemberg. Monatsschr Kinderheilkd. 156:100.