Objective

Analyze and categorize the cognitive processing activities (APC) that students develop in a multi-method longitudinal assessment system (ELM).

Material and methods

A qualitative-quantitative study where the cognitive scope of all the evaluation instruments was assessed, based on the APC applied by the students in the questions and requests formulated, categorized according to Bloom's taxonomy: remember, understand, apply, analyze, evaluate and create. For each instrument, the proportion of items corresponding to each taxonomic level was calculated.

Results

In the ELM, the students carried out these APC: remember (physiopathological mechanism, probable etiology, prevalent entity, therapeutic objectives, treatment time, diagnostic method); identify (risk factors, problems, abnormal data, adverse effects, drugs of choice); interpret (signs/symptoms, laboratory, image, study); recognize (patterns, syndromes, severity, urgency); compare (studies, treatments, differential diagnoses); analyze (prioritize problems, propose hypotheses, prioritize interventions, infer results, reflect on their performance and learning); decide (treatment, emergency measure, proper conduct, suspend treatment); justify (studies, treatments, behaviors, guiding questions); planning (diagnostic sequences, studies to evaluate evolution, immunization plan); synthesize (integrate manifestations, clinical summary, bibliographic record); evaluate (reasonings, relevant commitment, probable prognosis, hospitalization area, external validity of the article, justify comments). These APC cover all taxonomic levels, with similar representations in the word cloud of the lower-order and higher-order cognitive levels.

Conclusions

The combination of different evaluation instruments allows expanding the cognitive scope of the evaluation process, constituting a very appropriate space for students to apply and develop cognitive and metacognitive skills.

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