Test-taking intervention: associated effects on an allied health certifying examination

An interventionist approach focusing primarily on effective test-taking methods, but also emphasizing self-assessment and self-directed learning, was employed in efforts to enhance a class of medical technology students' performance on the ASCP Registry Examination for medical technologists. The class receiving intervention was compared with two other groups of medical technology students. ANOVA indicated significant differences in performances with the intervention group showing the highest mean performance on the Registry Examination. The results suggest the applied intervention approach can significantly influence Registry exam performance.