Abstract:
BACKGROUND:Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investigated students' cognitive processing, and awareness of their knowledge during medical school. METHODS:Data were gathered from 347 first-year preclinical and 196 first-year clinical students concerning the 2008 and 2011 Dutch progress tests. Questions were classified based upon Bloom's taxonomy: "simple questions" requiring lower and "vignette questions" requiring higher-order cognitive processing. Subsequently, we compared students' performance and awareness of their knowledge in 2008 to that in 2011 for each question type. RESULTS:Students' performance on each type of question increased as students progressed. Preclinical and first-year clinical students performed better on simple questions than on vignette questions. Third-year clinical students performed better on vignette questions than on simple questions. The accuracy of students' judgment of knowledge decreased over time. CONCLUSIONS:The progress test is a useful tool to assess students' cognitive processing and awareness of their knowledge. At the end of medical school, students achieved higher-order cognitive processing but their awareness of their knowledge had decreased.
journal_name
Med Teachjournal_title
Medical teacherauthors
Cecilio-Fernandes D,Kerdijk W,Jaarsma AD,Tio RAdoi
10.3109/0142159X.2016.1170781subject
Has Abstractpub_date
2016-11-01 00:00:00pages
1125-1129issue
11eissn
0142-159Xissn
1466-187Xjournal_volume
38pub_type
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