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CHRISTINE McGUIRE

Arch Dermatol. 1965;91(4):303-312.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

DESPITE THE prevalence of uncomplimentary attitudes toward certain types of demonstrations, I propose to "show and tell" about a few of the newer techniques for measuring the kinds of educational outcomes that you, as dermatologists, have indicated you are concerned to produce. I will not demonstrate techniques for measuring the attitudes which you would like to produce in students or the skills which you would like to see them develop. Instead this paper will deal with a few of the devices that have been developed recently for measuring knowledge and understanding, ie, the intellectual skills and abilities.

Some of these are specified in the document (exhibit I) somewhat pompously entitled: "A Taxonomy of Intellectual Processes." In this document you see listed some of the types of intellectual activity that the student should be able to engage in as a consequence of his course in dermatology. It is very easy to . . . [Full Text PDF of this Article]

Author Affiliations
CHICAGO

Assistant Director, Research in Medical Education, University of Illinois, College of Medicine

Footnotes
Read before the Conference on Undergraduate Teaching in Dermatology under the auspices of the Association of Professors of Dermatology, Chicago, April 10-12, 1964.

Reprint requests to University of Illinois, College of Medicine.

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