Stanford University, Department of Emergency Medicine, Stanford, California, USA.
Acad Radiol. 2013 Jun;20(6):784-9. doi: 10.1016/j.acra.2013.02.001.
As medical imaging continues to grow as a central modality by which physicians of all specialties visualize anatomy, so, too, is its role in medical student education. However, no study to our knowledge has attempted to categorize the necessary cognitive skills. Here, we assess a tool to identify those skills and their possible hierarchical nature that reflects deeper understanding of radiological anatomy.
We adapted the revision of Bloom's Taxonomy of Educational Objectives to create examination questions and teaching points for normal radiological anatomy in a medical anatomy course in 2008. All six previously established levels of cognitive processes were adapted, ranging from Remembering to Create. Reliability and validity were assessed.
Of 102 eligible students, 98 (98%) consented to participate, and 108 examination questions were assessed. Cronbach α assessing reliability ranged from poor (.197) to moderate (.571) with most categories being moderate. Score means for the levels of cognitive processes were statistically distinct [F(4, 102) = 180.63, P < .001] and tended to decrease as the level of cognitive process increased [Spearman ρ(5) = -.800, P = .104], consistent with a valid hierarchical structure.
A radiological anatomy adaptation of the revised taxonomy demonstrated generally adequate reliability and acceptable validity to establish evaluations that test different depths of cognitive processes. This is a critical first step to create a fundamental curricular tool by which medical imaging education-both normal and pathological-may be taught and assessed in the future.
随着医学影像学作为一种重要的医学影像诊断手段在各医学专业中得到广泛应用，其在医学生教育中的作用也日益凸显。然而，据我们所知，目前尚无研究尝试对医学影像学教育所需的认知技能进行分类。本研究旨在评估一种工具，以确定这些技能及其可能的层次结构，从而反映出对放射解剖学的更深入理解。
我们改编了布鲁姆教育目标分类学的修订版，以创建 2008 年医学解剖课程中正常放射解剖学的考试问题和教学要点。适应了认知过程的六个先前确立的水平，从记忆到创造。评估了可靠性和有效性。
在 102 名符合条件的学生中，有 98 名（98%）同意参与，共评估了 108 个考试问题。评估可靠性的克朗巴赫α值范围从较差（.197）到中等（.571），大多数类别为中等。认知过程各水平的得分均值存在统计学差异[F（4，102）= 180.63，P <.001]，且随着认知过程水平的增加而呈下降趋势[Spearman ρ（5）= -.800，P =.104]，这与有效的层次结构一致。
经修订的分类法的放射解剖学改编版本显示出足够的可靠性和可接受的有效性，可用于建立评估，以测试不同深度的认知过程。这是创建医学影像学教育（正常和病理）未来教学和评估的基本课程工具的关键的第一步。
