The cognitive context of examinations in psychiatry using Bloom's taxonomy

D. A. Miller; J. Z. Sadler; P. C. Mohl; G. A. Melchiode

doi:10.1111/j.1365-2923.1991.tb00101.x

The cognitive context of examinations in psychiatry using Bloom's taxonomy

D. A. Miller, J. Z. Sadler, P. C. Mohl, G. A. Melchiode

Research output: Contribution to journal › Article › peer-review

19 Scopus citations

Abstract

Summary. Psychiatric practice involves complex thinking patterns. In addition to commanding a huge number of facts, the student must learn to manipulate factual knowledge to solve diagnostic problems, develop treatment plans, and critically evaluate those plans. This study demonstrates an empirical method for evaluating the level of cognitive processes tested in multiple choice examinations. Use of Bloom's taxonomy in evaluating test items demonstrated the majority of test items on a psychiatry clerkship examination and a resident in‐training examination fell into the most basic cognitive level, that of simple recall. The utility of Bloom's taxonomy is discussed along with implications for medical education. 1991 Blackwell Publishing

Original language	English (US)
Pages (from-to)	480-484
Number of pages	5
Journal	Medical Education
Volume	25
Issue number	6
DOIs	https://doi.org/10.1111/j.1365-2923.1991.tb00101.x
State	Published - Nov 1991

Keywords

*education, medical, undergraduate
United States
cognition
decision making
educational measurement
problem solving
psychiatry/*educ
students, medical/psychol

ASJC Scopus subject areas

Education

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10.1111/j.1365-2923.1991.tb00101.x

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The cognitive context of examinations in psychiatry using Bloom's taxonomy

Abstract

Keywords

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