Horizon of Medical Education Development

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

Questionnaires of Articles

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Editorial policy

Peer Review Process

Advertising policy

Indexing and Abstracting

FAQ

Corrections, Retractions and Matters Arising

Authors General Guideline

Guide for Reviewers

Guideline of preparing Author Contribition

Audio Abstract Setting Guideline

Forms

Self-learning and Self-examination with a Three-Level Method or Test (Triple Taxon Test / Technique; TTT)

    Authors

    1 Department of Social Medicine, faculty of medicine, Tehran Islamic Azad University of Medical Sciences, Tehran, Iran.

    2 Research Center for Rational Drug Prescription, Tehran University of Medical Sciences and Health Services. Tehran Iran.

,

Document Type : Review Article

Abstract

Introduction: In order to manage a patient, doctors and medical students need to collect the patient's data and information in different ways, evaluate, interpret, analyze and reason clinically, and after diagnosis, take action to solve the patient's problem. For this purpose, it is necessary for them to go through the levels of knowledge in three categories: remembering, interpretation and problem solving.
Materials & Methods:  In this area, we intend to introduce a case-based replacement technique to our audiences. We have named this method TTT or (Triple Taxonomy Tests / technique) or MTQ (Mixed Taxonomy Questions).
Results: In this way, a case is designed with a number of questions and a number of options and blank spaces, based on three levels of "recall", "interpretation" and "problem solving". This form of test or case-based technique is used in self-learning exercises, self-assessment or official assessments
Conclusion: This test helps us to improve the ability to use "thinking", clinical decision-making and solving problems in real patient cases.

Keywords

References
1.Alhashem F, Agha N. Analysis based on the three objective educational domains for final summative secondary examinations of science subject (chemistry, physics, and biology). Education Research International. 2020;2020:1-12.
2.Vykhrushch AV, Khvalyboha TI, Fedchyshyn NO, Bagriy M, Fedoniuk L, Protsyk H, et al. Development of medical students creativity as a priority of modern higher education. Wiadomości lekarskie, LXXІV (12). 2021:3204-13.
3.Khazaei L, Ghavami H. The Quality of Clinical Education in an Academic Teaching Hospital Based on General Medical Education Standards. Horizon of Medical Education Development. 2022;13(4):48-0.
4.McLean SF. Case-based learning and its application in medical and health-care fields: a review of worldwide literature. Journal of medical education and curricular development. 2016;3:JMECD. S20377.
5.Naeimi L, Alizadeh M, Shariati M. Case based learning: The concept, models, effectiveness and challenges. 2016.
6.Reed S, Shell R, Kassis K, Tartaglia K, Wallihan R, Smith K, et al. Applying adult learning practices in medical education. Current problems in pediatric and adolescent health care. 2014;44(6):170-81.
7.Li S, Yu B, Yue J. Case-oriented self-learning and review in pharmacology teaching. The American journal of the medical sciences. 2014;348(1):52-6.
8.fakouri e, Keshmiri F. Formative evaluation through Case-based Discussion method in gynecological diseases internship. Horizon of Medical Education Development. 2022;12(4):73-64.
9.Shakurnia A, Khosravi Borojeni A, Mozaffari A, Elhampour H. An evaluation of exam questions designed by faculty members emphasizing on the multiple choice question structure ahvaz Jundishapur university of medical sciences 2007. Strides in Development of Medical Education. 2010;6(2):129-38.
10.Jozefowicz RF, Koeppen BM, Case S, Galbraith R, Swanson D, Glew RH. The quality of in-house medical school examinations. Academic Medicine. 2002;77(2):156-61.
11.Sutter R, Maher C. Mass vaccination campaigns for polio eradication: an essential strategy for success. Mass Vaccination: Global Aspects—Progress and Obstacles. 2006:195-220.
12.History of vaccination and diseases that have been controlled, eliminated or eradicated in Iran. health care service management: health care service management; 2020 [Available from: https://hcsm.ir/1399/01/%D8%AA%D8%A7%D8%B1%DB%8C%D8%AE%DA%86%D9%87-%D9%88%D8%A7%DA%A9%D8%B3%DB%8C%D9%86%D8%A7%D8%B3%DB%8C%D9%88%D9%86-%D9%88-%D8%A8%DB%8C%D9%85%D8%A7%D8%B1%DB%8C%E2%80%8C%D9%87%D8%A7%DB%8C%DB%8C-%DA%A9%D9%87/.
13.Introduction to Epidemiology: Centers for Disease Control and Prevention, National Center for Emerging and Zoonotic Infectious Diseases (NCEZID), Division of Vector-Borne Diseases (DVBD); 2012 [Available from: https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section11.html#:~:text=Epidemic%20refers%20to%20an%20increase,a%20more%20
limited%20geographic%20area.
14.Endemic (epidemiology) 2023 [Available from: https://en.wikipedia.org/wiki/Endemic_(epidemiology).
15.Njogu T. Difference Between Index Case and Primary Case. Difference Between Similar Terms and Objects 2021 [Available from: http://www.differencebetween.net/miscellaneous/difference-between-index-case-and-primary-case/.
16.Harazi MA, Razavi SM. A Case of Epidemic Hysteria: A Case Report. Pejouhesh dar Pezeshki (Research in Medicine). 1997;21(3):81-6.
17.Lyme disease: Centers for Disease Control and Prevention, National Center for Emerging and Zoonotic Infectious Diseases (NCEZID), Division of Vector-Borne Diseases (DVBD); 2022 [Available from: https://www.cdc.gov/lyme/index.html#:~:text=Lyme%20disease%20is%20caused%20by,skin%20rash%20called%20erythema%20migrans.
18.Lyme disease: Mayo Clinic;  [Available from: https://www.mayoclinic.org/diseases-conditions/lyme-disease/symptoms-causes/syc-20374651.
19.Razavi SM. Investigation and control of epidemics.  Comprehensive book of public health. Principles and applications of epidemiology. 4. Tehran: Arjmand; 2019. p. 1287.
Horizon of Medical Education Development
Volume 15, Issue 2
May 2024
Pages 82-93
Files
Share
How to cite
Statistics