title: Writing vs coding diagnostic impressions in an examination: short-answer vs long-menu responses.
abstract: The rank order of clerks taking two parallel written examination on diagnostic skills were compared, one examination containing short-answer/free response questions, and the other long-menu/coded response questions. A positive rank-order correlation was found between the two question formats, thus suggesting that both formats measure the same abilities.
authors.affiliation: Bureau de pédagogie médicale, Faculté de médecine, Université Laval, Québec, Canada.
authors.forename: C A
authors.initials: CA
authors.lastname: Brailovsky
authors.forename: G
authors.initials: G
authors.lastname: Bordage
authors.forename: T
authors.initials: T
authors.lastname: Allen
authors.forename: H
authors.initials: H
authors.lastname: Dumont
mesh_terms: D002982:Clinical Clerkship; D002983:Clinical Competence; D003933:Diagnosis / Q000193:education*; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D010865:Pilot Projects; D014956:Writing