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Master Thesis

Processus cognitifs mobilisés par les étudiants lors de la réponse à trois formats de question de psychiatrie

Abstract : Context: in France, assessment during medical curriculum mostly relies on true-false Multiple Choice Questions (MCQ). The new reform of medical curriculum allows the introduction of new assessment formats. This study explores the hypothesis that those tools mobilize different cognitive processes in students' clinical reasoning.
Aim(s): to elicit potential differences in the cognitive processes mobilized by medical students in a psychiatry test constructed with three different assessment modalities: MCQ, rich-context MCQ type A (one best answer) and Script Concordance Test (SCT).
Method: fourteen medical students answered three sets (MCQ, rich-context MCQ and SCT) of five questions in a psychiatry training program. Each participant responded using the think aloud protocol. Each interview was coded to identify the cognitive processes mobilized during their clinical reasoning.
Results: rich context MCQ and SCT need a different cognitive process profile compared with the MCQ, with more analytical reasoning, more synthesis, and more search for clues. Minimal differences exist between rich context MCQ and SCT.
Conclusion: our results suggest that in assessing the same domain (psychiatry) students use different cognitive processes de depending of assessment format. Those formats are complementary.
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Master Thesis
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Contributor : Bibliothèque Universitaire de Médecine Nice <>
Submitted on : Monday, January 18, 2021 - 4:31:05 PM
Last modification on : Tuesday, July 13, 2021 - 3:24:00 AM


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  • HAL Id : dumas-03113932, version 1


Robin Jouan. Processus cognitifs mobilisés par les étudiants lors de la réponse à trois formats de question de psychiatrie. Médecine humaine et pathologie. 2020. ⟨dumas-03113932⟩



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