Buckwalter J A, Schumacher R, Albright J P, Cooper R R
J Med Educ. 1981 Feb;56(2):115-21. doi: 10.1097/00001888-198102000-00006.
Complex cognitive processes, such as interpretation of information and problem-solving, form a critical part of medical practice; therefore, the aims of many educational programs include teaching these processes. However, systematic evaluation of students' interpretation of information or problem-solving may be difficult. To determine whether objective test items could measure cognitive processes more complex than recall of isolated facts, the committee of the American Academy of Orthopaedic Surgeons preparing the Orthopaedic In-Training Examination classified test items into three taxonomic levels according to the cognitive process required to answer the item: recall or recognition, interpretation, and problem-solving. Orthopedic residents from 20 universities took the examination and classified items according to the cognitive process they believed they used to answer the questions. Two methods of analysis showed that residents agreed closely with the taxonomic levels assigned by the committee, suggesting that items did test the cognitive process they were designed to measure and that objective assessment of complex cognitive processes is practical and potentially very useful in medical education.
复杂的认知过程，如信息解读和问题解决，构成了医学实践的关键部分；因此，许多教育项目的目标包括教授这些过程。然而，系统评估学生的信息解读或问题解决能力可能会很困难。为了确定客观测试项目是否能够测量比孤立事实回忆更复杂的认知过程，美国矫形外科医师学会负责骨科住院医师培训考试的委员会，根据回答问题所需的认知过程，将测试项目分为三个分类层次：回忆或识别、解读和问题解决。来自20所大学的骨科住院医师参加了考试，并根据他们认为自己用来回答问题的认知过程对项目进行分类。两种分析方法表明，住院医师与委员会指定的分类层次高度一致，这表明这些项目确实测试了它们旨在测量的认知过程，并且对复杂认知过程的客观评估在医学教育中是切实可行的，而且可能非常有用。
