ArticleAdvances in health sciences education : theory and practice2021
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.
Article in Advances in health sciences education : theory and practice, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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5 citing papers in PubMed.
- Comparison of cognitive workload between very short answer questions and multiple-choice questions: an eye-tracking experiment.Medical education online · 2026Trial
- Differential diagnosis checklists reduce diagnostic error differentially: A randomised experiment.Medical education · 2021Trial
- Self-Monitoring Accuracy over Time for a Complex Diagnostic Skill.Perspectives on medical education · 2026Article
- ChatGPT in medical school: how successful is AI in progress testing?Medical education online · 2023Article
- Beyond competence: Towards a more holistic perspective in medical education.Medical education · 2022Article
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5 authors.
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Abstract
The use of response formats in assessments of medical knowledge and clinical reasoning continues to be the focus of both research and debate. In this article, we report on an experimental study in which we address the question of how much list-type selected response formats and short-essay type constructed response formats are related to differences in how test takers approach clinical reasoning tasks. The design of this study was informed by a framework developed within cognitive psychology which stresses the importance of the interplay between two components of reasoning-self-monitoring and response inhibition-while solving a task or case. The results presented support the argument that different response formats are related to different processing behavior. Importantly, the pattern of how different factors are related to a correct response in both situations seem to be well in line with contemporary accounts of reasoning. Consequently, we argue that when designing assessments of clinical reasoning, it is crucial to tap into the different facets of this complex and important medical process.
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