Use of Concept Retrieval Technique as an Assessment Tool of Long-term Knowledge of Medical Students

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PurposeMedical students’ knowledge assessment is a challenge. Multiple-choice questions (MCQs) despite their limitations are commonly used for this purpose. The Concept Retrieval Technique (CRT) is a relatively new knowledge assessment method. In this study we investigated the use of CRT to assess a particular long-term knowledge of medical students from different study levels. MethodOne hundred forty-four medical students (50% females) participated in an Endocrinology CRT exam. The students were either in fourth, fifth-or sixth-year of the medical program. Fourth-year students were tested before they received an endocrinology course whereas students from the fifth- and sixth-year respectively took the course ten and twenty-four months before being tested. The CRT was rated by two raters independently. ResultsThere was strong effect of year of study on the CRT score. Fourth-year students scored significantly lower than fifth- and sixth-year students. No significant differences in CRT score emerged between fifth- and sixth-year students. The inter-rater agreement was acceptable indicating that the CRT is a reliable assessment method. The CRT showed construct validity. ConclusionThe CRT is an assessment tool that could assess long-term knowledge retention properly, and has the ability to differentiate students according to their study level.