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Imagine that you were appointed as a member of a task force that your associate dean for education created to develop a new test to assess medical students’ diagnostic reasoning. You met for the first time and various members of the task force had many ideas about such a test. Some would like to assess the students’ ability to justify their differential diagnoses, others focused on assessing diagnostic probabilities. Some wanted a test with openended, written responses; others preferred multiplechoice questions because they are easier to score. Some quoted examples from the literature where similar tests had been reported. The discussion got heated and seemed to lack focus.

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2012-10-15   |   731 visitas   |   Evalua este artículo 0 valoraciones

Vol. 1 Núm.4. Octubre-Diciembre 2012 Pags. 167-169 Inv Ed Med 2012; 1(4)