Testing as a teaching tool

David J. Curtis, Daniel D. Riordan, Anne C. Brower, E. Stephen Amis

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


More than four years ago, the authors initiated testing as a means of obtaining data for evaluating residents. The testing process has evolved now and is used for its teaching value and as a means of objective resident self-evaluation. Testing is designed to provide 10 cases an hour, with characteristics allowing a single diagnosis as a unique answer. No history is provided because a common topic and anatomic area provide a context for each examination. Answers are given during the examination after each question, and discussion follows. All answers are written, and answer sheets are collected. Attendance is high. Test scores are routinely lower than in other forms of evaluation. Testing integrates all aspects of radiology training from cognitive through deductive, simulates written consultations, and provides a means of self-evaluation through rapid feedback. Testing is a viable form of teaching that blends self-evaluation with faculty and peer feedback.

Original languageEnglish (US)
Pages (from-to)151-153
Number of pages3
JournalInvestigative Radiology
Issue number2
StatePublished - Feb 1988
Externally publishedYes


  • Education
  • Radiology
  • Radiology
  • Testing

ASJC Scopus subject areas

  • Radiology Nuclear Medicine and imaging


Dive into the research topics of 'Testing as a teaching tool'. Together they form a unique fingerprint.

Cite this