Frierson H T
Office of Research and Development for Education, University of North Carolina School of Medicine, Chapel Hill 27514.
J Allied Health. 1985 May;14(2):223-9.
An interventionist approach focusing primarily on effective test-taking methods, but also emphasizing self-assessment and self-directed learning, was employed in efforts to enhance a class of medical technology students' performance on the ASCP Registry Examination for medical technologists. The class receiving intervention was compared with two other groups of medical technology students. ANOVA indicated significant differences in performances with the intervention group showing the highest mean performance on the Registry Examination. The results suggest the applied intervention approach can significantly influence Registry exam performance.
一种主要侧重于有效的应试方法，但也强调自我评估和自主学习的干预方法，被用于提高一类医学技术专业学生在医学检验技师ASCP注册考试中的成绩。接受干预的班级与另外两组医学技术专业学生进行了比较。方差分析表明，成绩存在显著差异，干预组在注册考试中的平均成绩最高。结果表明，所应用的干预方法可以显著影响注册考试成绩。
