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Medical Teacher Volume 39, 2017 - Issue 5
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Original Articles

Electronic assessment of clinical reasoning in clerkships: A mixed-methods comparison of long-menu key-feature problems with context-rich single best answer questions

Sören HuwendiekDepartment of Assessment and Evaluation, Institute of Medical Education Bern, University of Bern, Bern, Switzerland; Correspondence[email protected]
,
Friedrich ReichertDepartment of Pediatric Cardiology and Intensive Care Medicine, Klinikum Stuttgart, Stuttgart, Germany;
,
Cecilia DunckerClinic for Child and Adolescent Psychiatry, University Hospital Kiel, Germany;
,
Bas A. de LengInstitute of Medical Education (IfAS), Faculty of Medicine, University of Muenster, Münster, Germany;
,
Cees P. M. van der VleutenDepartment of Educational Development and Research, Maastricht University, Maastricht, the Netherlands;
,
Arno M. M. MuijtjensDepartment of Educational Development and Research, Maastricht University, Maastricht, the Netherlands;
,
Hans-Martin BosseClinic for General Paediatrics, Neonatology and Paediatric Cardiology, University Children’s Hospital Düsseldorf, Düsseldorf, Germany;
,
Martin HaagGECKO Institute of Medicine, Informatics & Economics, Heilbronn University, Heilbronn, Germany;
,
Georg F. HoffmannClinic I, University Children’s Hospital Heidelberg, Heidelberg, Germany
,
Burkhard TönshoffClinic I, University Children’s Hospital Heidelberg, Heidelberg, Germany
&
Diana DolmansDepartment of Educational Development and Research, Maastricht University, Maastricht, the Netherlands;
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Pages 476-485 | Published online: 10 Mar 2017

Citations (15)

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Sören Huwendiek, Daniel Jung, Christian Schirlo, Philippe Huber, Gianmarco Balestra, Sissel Guttormsen & Christoph Berendonk. (2020) The introduction of a standardised national licensing exam as a driver of change in medical education: A qualitative study from Switzerland. Medical Teacher 42:10, pages 1163-1170.
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Marla Nayer, Susan Glover Takahashi & Patricia Hrynchak. (2018) Twelve tips for developing key-feature questions (KFQ) for effective assessment of clinical reasoning . Medical Teacher 40:11, pages 1116-1122.
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Articles from other publishers (13)

Oswin Chang, Anne M. Holbrook, Simran Lohit, Jiawen Deng, Janice Xu, Munil Lee & Alan Cheng. (2023) Comparability of Objective Structured Clinical Examinations (OSCEs) and Written Tests for Assessing Medical School Students’ Competencies: A Scoping Review. Evaluation & the Health Professions 46:3, pages 213-224.
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Laure Ponthier, Quentin Ballouhey, Laurent Fourcade & Vincent Guigonis. (2023) Key-features problems dans l’enseignement de pédiatrie. Perfectionnement en Pédiatrie 6:2, pages 148-153.
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Pierre Pluye & Quan Nha Hong. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 462 477 .
Jennie Brentnall, Debbie Thackray & Belinda Judd. (2022) Evaluating the Clinical Reasoning of Student Health Professionals in Placement and Simulation Settings: A Systematic Review. International Journal of Environmental Research and Public Health 19:2, pages 936.
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Stefan K. Schauber, Stefanie C. Hautz, Juliane E. Kämmer, Fabian Stroben & Wolf E. Hautz. (2021) Do different response formats affect how test takers approach a clinical reasoning task? An experimental study on antecedents of diagnostic accuracy using a constructed response and a selected response format. Advances in Health Sciences Education 26:4, pages 1339-1354.
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Joris Galland, Nihal Martis, Michael Levraut, Hind Hani, Cedric Baumann, Jean-Paul Fournier & Marc Braun. (2020) Impact of Simulation-Based Learning on National Ranking Medical Examination Results in France. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 15:4, pages 259-265.
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Marc Sohrmann, Christoph Berendonk, Mathieu Nendaz, Raphaël Bonvin & The Swiss Working Group for PROFILES Implementation. (2020) Nationwide introduction of a new competency framework for undergraduate medical curricula: a collaborative approach. Swiss Medical Weekly 150:1516, pages w20201.
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Mike Tweed. (2019) Adding to the debate on the numbers of options for MCQs: the case for not being limited to MCQs with three, four or five options. BMC Medical Education 19:1.
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Bernard Cerutti, Fabiola Stollar, Monica Escher, Katherine Blondon, Susanne Aujesky, Mathieu Nendaz & Annick Galetto-Lacour. (2019) Comparison of long-menu and single-best-answer multiple choice questions in computer-based summative assessments: a randomised controlled trial. BMC Medical Education 19:1.
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Azadeh Kordestani Moghaddam, Hamid Reza Khankeh, Mohammad Shariati, John Norcini & Mohammad Jalili. (2019) Educational impact of assessment on medical students’ learning at Tehran University of Medical Sciences: a qualitative study. BMJ Open 9:7, pages e031014.
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Carla S. Lupi, Helen G. Tempest, Melissa Ward-Peterson & Steven J. Ory. (2018) The Educational Effects of a Summative Diagnostic Reasoning Examination Among Second-Year Medical Students. Medical Science Educator 28:4, pages 667-673.
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G. Bordage & G. Page. (2018) The key-features approach to assess clinical decisions: validity evidence to date. Advances in Health Sciences Education 23:5, pages 1005-1036.
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Samuel Edelbring, Ioannis Parodis & Ingrid E Lundberg. (2018) Increasing Reasoning Awareness: Video Analysis of Students’ Two-Party Virtual Patient Interactions. JMIR Medical Education 4:1, pages e4.
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