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Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom's Taxonomy Work?

Nikki L Bibler Zaidi1, Karri L Grob, Seetha M Monrad

  • 1N.L.B. Zaidi is associate director of evaluation and assessment, Office of Medical Student Education, University of Michigan Medical School, Ann Arbor, Michigan. K.L. Grob is assistant director of evaluation and assessment, Office of Medical Student Education, University of Michigan Medical School, Ann Arbor, Michigan. S.M. Monrad is science and clinical trunk director, Office of Medical Student Education, and clinical associate professor of internal medicine and learning health sciences, University of Michigan Medical School, Ann Arbor, Michigan. J.B. Kurtz is a second-year medical student, University of Michigan Medical School, Ann Arbor, Michigan. A. Tai is assistant professor of internal medicine and of microbiology and immunology, University of Michigan Medical School, Ann Arbor, Michigan. A.Z. Ahmed is assistant professor of internal medicine, University of Michigan Medical School, Ann Arbor, Michigan. L.D. Gruppen is professor, Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan. S.A. Santen is assistant dean for educational research and quality improvement, Office of Medical Student Education, and associate professor and chair of education, Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan.

Academic Medicine : Journal of the Association of American Medical Colleges
|December 8, 2017
PubMed
Summary

Medical school assessments using multiple-choice questions (MCQs) can evaluate higher-order thinking skills. Understanding cognitive processes in test-takers is key to accurately measuring clinical reasoning and knowledge application.

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