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Testing that Makes You Think: Development of a Basic Science Test to Promote Future Clinical Learning
Sally Binks1, Ryan Brydges2, Nicole Woods3
1Health Professions Education Research, University of Toronto, 200 Elizabeth Street, 1ES-565, Toronto, M5G 2C4 ON Canada.
Developing multiple-choice questions (MCQs) with plausible incorrect answers enhances distinctive cognitive processing. This method can improve learning and clinical reasoning by encouraging learners to notice concept similarities and differences.
Area of Science:
- Cognitive Science
- Educational Psychology
- Medical Education
Background:
- Prior knowledge testing enhances learning of new information.
- Distinctive processing, involving identifying similarities and differences, may benefit learning and clinical reasoning.
Purpose of the Study:
- To develop a multiple-choice question (MCQ) test for basic science knowledge.
- To design MCQs that elicit distinctive processing for improved learning and clinical reasoning.
Main Methods:
- Two versions of a 19-item basic science MCQ test were created.
- One version used "competitive" (plausible) incorrect options, the other "non-competitive" (less plausible) options.
- Concurrent verbal protocols assessed cognitive processing elicited by each test version.
Main Results:
- MCQ items with "competitive" incorrect options elicited significantly more distinctive processing.
- This indicates that plausible distractors promote deeper cognitive engagement.
Conclusions:
- Tests can be designed to foster beneficial cognitive processes for learning.
- Concurrent verbal protocols are effective for gathering validity evidence for formative assessments.
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