WEEK 5: Testing the Cognitive Domain (15 OF 29)

Item Design for Each Cognitive Level: Analysis

Analysis: Types of Questions and Assessment Strategies

Examining and Breaking Information into Parts

At the analysis level of cognitive learning, students are required to examine and dissect information to understand its constituent parts. Intermediate strategies, such as case-based questions, flow diagram analysis, and decision tree questions, are used to assess and develop students' analytical abilities. These strategies aim to test their ability to interpret information, differentiate between primary and secondary information, and isolate variables and components in complex situations.

    BASIC Information
At the "Analysis" level in cognitive learning, students must be adept at examining information and discerning its constituent parts. It's a step above merely understanding the topic; it's about dissecting it.
Types of questions for this level include:

Comparative Questions: Assess the ability to discern similarities and differences.
Categorizing Questions: Evaluate the capacity to sort information into designated classifications or structures.
Examples for PA students: Example (Comparative): "Compare the symptoms of Type 1 and Type 2 diabetes." Answer: Both might present with polyuria, polydipsia, and fatigue. However, Type 1 often manifests suddenly in younger individuals, frequently with weight loss, while Type 2 develops more gradually and may be associated with obesity.
Example (Categorizing): "Categorize the following medications: lisinopril, metoprolol, furosemide, and simvastatin."

Answer: Lisinopril: ACE inhibitor; Metoprolol: Beta-blocker; Furosemide: Diuretic; Simvastatin: Statin (Lipid-lowering agent).

    INTERMEDIATE Information
Intermediate strategies probe deeper into the student's analytical abilities.

Case-Based Questions: Require students to analyze various aspects of a medical case.
Flow Diagram Analysis: Analyze a given process or pathway, identifying its stages or components.
Decision Tree Questions: Decide on potential medical pathways based on presented information.
Examples for PA students:

Example (Case-Based): "A patient presents with severe abdominal pain, jaundice, and dark urine. Analyze the potential underlying condition and the reasoning behind your conclusion."

Answer: These symptoms suggest a hepatobiliary issue, possibly cholelithiasis leading to cholecystitis or obstruction. The jaundice and dark urine point to bile duct obstruction or liver dysfunction.
Example (Flow Diagram Analysis): Given a flow diagram of the clotting cascade, students may be required to identify specific clotting factors or inhibitors and explain their significance.
Example (Decision Tree): Presented with a decision tree of managing an asthmatic attack, students might need to analyze the pathway and select optimal interventions at various decision points.

    ADVANCED Information
Purpose of Analysis-Level Items:

Assess in-depth examination and interpretation skills.
Test ability to differentiate between primary and secondary information.
Develop skills in isolating variables and components in complex situations.
Advanced Item Design Techniques:

Complex Patient Cases: Involve multiple underlying conditions or confounding factors.
Interpreting Advanced Diagnostic Results: Analysis of multifaceted test results, e.g., genetic testing.
Analyzing Interdisciplinary Scenarios: Incorporate multiple medical specialties or disciplines.
Additional Material:

The advanced analysis level demands students handle intricate patient cases, often necessitating them to employ multi-disciplinary knowledge.
Example (Complex Patient Cases): A patient with known HIV presents with fever, headache, and focal neurological deficits. Students must analyze the case, considering both the primary disease and potential opportunistic infections. The symptoms might suggest cerebral toxoplasmosis, demanding further diagnostic workup and targeted treatment.

Example (Interpreting Advanced Diagnostic Results): Given genetic testing results showing multiple mutations, students might be tasked with analyzing which mutations are benign, which raise susceptibility to specific diseases, and potential clinical implications.

Example (Analyzing Interdisciplinary Scenarios): A pregnant patient with cardiac disease presents with shortness of breath. Students would analyze the interplay between obstetrics and cardiology, considering both maternal and fetal outcomes.


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WEEK 5: Testing the Cognitive Domain (14 OF 29)
Item Design for Each Cognitive Level: Application
Application: Types of Questions and Assessment Strategies for Using Information in New Ways		 WEEK 5: Testing the Cognitive Domain (16 OF 29)
Item Design for Each Cognitive Level: Synthesis/Creating
Synthesis/Creating: Types of Questions and Assessment Strategies
Compiling Information in Different Ways

REFERENCES

ChatGPT1 was used to generate most of the textual aspects of this page, as well as the HTML code, which were then checked for quality and corrected as necessary.
Midjourney Bot (in Discord) and Canva were used to generate images
1. ChatGPT. Version 4. OpenAI; 2023. Accessed August, 2023. OpenAI.com
2. Midjourney. Version 5.2. Midjourney; 2013. Accessed August, 2023. Midjourney.com
3. Discord. Discord, Inc.; 2023. Accessed August, 2023. Discord.com
4. Canva. Canva Pty Ltd; 2023. Accessed August, 2023. Canva.com