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 journalArticle

15 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)480-484
Number of pages5
JournalMedical Education
Volume25
Issue number6
StatePublished - 1991

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psychiatry
taxonomy
Psychiatry
examination
Medical Education
empirical method
Students
diagnostic
resident
education
Therapeutics
student
Thinking

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health
  • Nursing(all)
  • Education

Cite this

The cognitive context of examinations in psychiatry using Bloom's taxonomy. / Miller, D. A.; Sadler, J. Z.; Mohl, P. C.; Melchiode, G. A.

In: Medical Education, Vol. 25, No. 6, 1991, p. 480-484.

Research output: Contribution to journalArticle

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