Tailored response test: A new approach for teaching in medical education

Sharon Allen, Ilene Harris, Steven Ytterberg, David Anderson, Phillip Kofron, John Kvasnicka, James H. Moller

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

The Tailored Response Test (TRT) is an innovative approach for evaluating higher cognitive processes. This study was designed to assess its value as a learning device. Two Objective Structured Clinical Examination (OSCE) stations assessed formulation of a differential diagnosis of abdominal pain: a Patient station and a TRT station. The order of the two stations for each student was varied in a double-blind crossover design. Students who had the TRT first scored significantly higher overall on the Patient station (mean = 42 ± 6) compared with students who did not (mean = 38 ± 8, p = 0.001 level), and were able to generate a broader differential diagnosis. These results suggest that the TRT, which involves active cognitive processing, had a positive effect on learning. This study supports its use as both an evaluation and a learning tool. Further studies are needed to determine the mechanisms in the TRT which produce this effect.

Original languageEnglish (US)
Pages (from-to)194-199
Number of pages6
JournalMedical Teacher
Volume19
Issue number3
DOIs
StatePublished - Jan 1 1997

ASJC Scopus subject areas

  • Education

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    Allen, S., Harris, I., Ytterberg, S., Anderson, D., Kofron, P., Kvasnicka, J., & Moller, J. H. (1997). Tailored response test: A new approach for teaching in medical education. Medical Teacher, 19(3), 194-199. https://doi.org/10.3109/01421599709019381