Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results
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...
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| Veröffentlicht in: | Medical teacher 2016-11, Vol.38 (11), p.1125-1129 |
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| creator | Cecilio-Fernandes, Dario Kerdijk, Wouter Jaarsma, A. D. (Debbie) C. Tio, René A. |
| description | 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. |
| doi_str_mv | 10.3109/0142159X.2016.1170781 |
| format | Article |
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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.</description><identifier>ISSN: 0142-159X</identifier><identifier>EISSN: 1466-187X</identifier><identifier>DOI: 10.3109/0142159X.2016.1170781</identifier><identifier>PMID: 27117670</identifier><language>eng</language><publisher>England: Taylor & Francis</publisher><subject>Ability tests ; Accuracy ; Classification ; Clinical Decision-Making - methods ; Cognition ; Cognition & reasoning ; Cognitive development ; College students ; Court decisions ; Education, Medical - methods ; Educational Measurement - methods ; Health education ; Humans ; Judgment ; Knowledge ; Medical schools ; Medical students ; Students, Medical - psychology ; Test Results ; Vignettes</subject><ispartof>Medical teacher, 2016-11, Vol.38 (11), p.1125-1129</ispartof><rights>2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2016</rights><rights>Copyright Taylor & Francis Ltd. 2016</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c441t-cfe1a75b874666dc10e1a26b9ebc12677fc877e08639701086af6aaffe59b4983</citedby><cites>FETCH-LOGICAL-c441t-cfe1a75b874666dc10e1a26b9ebc12677fc877e08639701086af6aaffe59b4983</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27117670$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Cecilio-Fernandes, Dario</creatorcontrib><creatorcontrib>Kerdijk, Wouter</creatorcontrib><creatorcontrib>Jaarsma, A. D. (Debbie) C.</creatorcontrib><creatorcontrib>Tio, René A.</creatorcontrib><title>Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results</title><title>Medical teacher</title><addtitle>Med Teach</addtitle><description>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.</description><subject>Ability tests</subject><subject>Accuracy</subject><subject>Classification</subject><subject>Clinical Decision-Making - methods</subject><subject>Cognition</subject><subject>Cognition & reasoning</subject><subject>Cognitive development</subject><subject>College students</subject><subject>Court decisions</subject><subject>Education, Medical - methods</subject><subject>Educational Measurement - methods</subject><subject>Health education</subject><subject>Humans</subject><subject>Judgment</subject><subject>Knowledge</subject><subject>Medical schools</subject><subject>Medical students</subject><subject>Students, Medical - psychology</subject><subject>Test Results</subject><subject>Vignettes</subject><issn>0142-159X</issn><issn>1466-187X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>0YH</sourceid><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kU1v3CAQhlHVqNmm_QmtkHrpxVvwB5ieGqWfUqRcUik3hPFgscWwBTvR_vtAd9NDDz0NIz3vOzO8CL2hZNtQIj4Q2ta0E3fbmlC2pZQT3tNnaENbxira87vnaFOYqkDn6GVKO0JIJ0T3Ap3XPAsYJxu0foZ7cGE_g19wMFiHydvF3gPex6AhJesnrPyId-s4FSgV6pcPDw7GCbD1eIbRauVwWtaxAB_xpVfukOwfNNtMMfvgBdKC82t1S3qFzoxyCV6f6gX6-fXL7dX36vrm24-ry-tKty1dKm2AKt4NPc9HsVFTkvuaDQIGTWvGudE950B61ghOaK7KMKWMgU4MreibC_T-6Ju3-L3mBeRskwbnlIewJkn7mjHe9byg7_5Bd2GN-ZBCNbxrWiZEprojpWNIKYKR-2hnFQ-SEllykU-5yJKLPOWSdW9P7uuQ_-uv6imIDHw6AtabEGf1EKIb5aIOLkQTldc2Ff__zXgE5pSenA</recordid><startdate>20161101</startdate><enddate>20161101</enddate><creator>Cecilio-Fernandes, Dario</creator><creator>Kerdijk, Wouter</creator><creator>Jaarsma, A. D. (Debbie) C.</creator><creator>Tio, René A.</creator><general>Taylor & Francis</general><general>Taylor & Francis Ltd</general><scope>0YH</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K9.</scope><scope>7X8</scope></search><sort><creationdate>20161101</creationdate><title>Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results</title><author>Cecilio-Fernandes, Dario ; Kerdijk, Wouter ; Jaarsma, A. D. (Debbie) C. ; Tio, René A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c441t-cfe1a75b874666dc10e1a26b9ebc12677fc877e08639701086af6aaffe59b4983</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Ability tests</topic><topic>Accuracy</topic><topic>Classification</topic><topic>Clinical Decision-Making - methods</topic><topic>Cognition</topic><topic>Cognition & reasoning</topic><topic>Cognitive development</topic><topic>College students</topic><topic>Court decisions</topic><topic>Education, Medical - methods</topic><topic>Educational Measurement - methods</topic><topic>Health education</topic><topic>Humans</topic><topic>Judgment</topic><topic>Knowledge</topic><topic>Medical schools</topic><topic>Medical students</topic><topic>Students, Medical - psychology</topic><topic>Test Results</topic><topic>Vignettes</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Cecilio-Fernandes, Dario</creatorcontrib><creatorcontrib>Kerdijk, Wouter</creatorcontrib><creatorcontrib>Jaarsma, A. D. (Debbie) C.</creatorcontrib><creatorcontrib>Tio, René A.</creatorcontrib><collection>Taylor & Francis Open Access</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>Medical teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cecilio-Fernandes, Dario</au><au>Kerdijk, Wouter</au><au>Jaarsma, A. D. (Debbie) C.</au><au>Tio, René A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results</atitle><jtitle>Medical teacher</jtitle><addtitle>Med Teach</addtitle><date>2016-11-01</date><risdate>2016</risdate><volume>38</volume><issue>11</issue><spage>1125</spage><epage>1129</epage><pages>1125-1129</pages><issn>0142-159X</issn><eissn>1466-187X</eissn><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.</abstract><cop>England</cop><pub>Taylor & Francis</pub><pmid>27117670</pmid><doi>10.3109/0142159X.2016.1170781</doi><tpages>5</tpages><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | Ability tests Accuracy Classification Clinical Decision-Making - methods Cognition Cognition & reasoning Cognitive development College students Court decisions Education, Medical - methods Educational Measurement - methods Health education Humans Judgment Knowledge Medical schools Medical students Students, Medical - psychology Test Results Vignettes |
| title | Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results |
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