Tailored response test: A new approach for teaching in medical education

Sharon Allen; Ilene Harris; Steven Ytterberg; David Anderson; Phillip Kofron; John Kvasnicka; James H. Moller

doi:10.3109/01421599709019381

Tailored response test: A new approach for teaching in medical education

Sharon Allen, Ilene Harris, Steven Ytterberg, David Anderson, Phillip Kofron, John Kvasnicka, James H. Moller

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

1 Scopus citations

Abstract

The Tailored Response Test (TRT) is an innovative approach for evaluating higher cognitive processes. This study was designed to assess its value as a learning device. Two Objective Structured Clinical Examination (OSCE) stations assessed formulation of a differential diagnosis of abdominal pain: a Patient station and a TRT station. The order of the two stations for each student was varied in a double-blind crossover design. Students who had the TRT first scored significantly higher overall on the Patient station (mean = 42 ± 6) compared with students who did not (mean = 38 ± 8, p = 0.001 level), and were able to generate a broader differential diagnosis. These results suggest that the TRT, which involves active cognitive processing, had a positive effect on learning. This study supports its use as both an evaluation and a learning tool. Further studies are needed to determine the mechanisms in the TRT which produce this effect.

Original language	English (US)
Pages (from-to)	194-199
Number of pages	6
Journal	Medical Teacher
Volume	19
Issue number	3
DOIs	https://doi.org/10.3109/01421599709019381
State	Published - 1997

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Tailored response test: A new approach for teaching in medical education

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