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For the dam mutant, the cutoff was 0.01 without multiple testing The reasoning is explained in context in the results section.
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However, we emphasise and recommend that cases should be used to test the diagnostic reasoning of the student, not to test their knowledge of a particular subject.
This raises the question of whether 'higher order' MCQs might provide an opportunity to test the clinical reasoning skills of medical students.
We tested the ontology-based reasoning with publicly available human genotype datasets to evaluate its potential for automated genome-based clinical decision support.
Furthermore, it can be concluded that in testing clinical reasoning, the question stem, or content, remains more important than the number of alternatives.
Lastly, they proceeded to test the strength of their reasoning by posting questions that were hypothetical and applied the reasoning of how the sequence of events unfolded to a hypothetical context.
We sought to test the hypothesis that scientific reasoning ability influences both religiosity and an acceptance of evolution.
We now test the justification of this reasoning by considering unrealistically large conductivity contrasts between the upper layer and the bottom.
We can directly test the veracity of this reasoning.
We tested the hypothesis that improved reasoning leads to improved answer selection, after controlling for assessment, and found marginal significance (F 2,20) = 3.09, p = 0.07).
We tested the hypothesis that improved reasoning leads to improved answer selection, after controlling for assessment, class, major, and attendance, and found significant differences (F(2139) = 13.93, p < 0.0001).
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CEO of Professional Science Editing for Scientists @ prosciediting.com