Moore’s Level 3b, Procedural Knowledge
The third level in one established outcomes framework, Moore’s Level 3b emphasizes the need to measure the change in procedural knowledge that are associated with an educational intervention. Procedural knowledge is defined as knowing HOW (or when) to do something (eg., knowing how to ride a bike, knowing how to prescribe the appropriate first line agent) and should be aligned with the learning objectives of the Activity.
Procedural knowledge does not reflect the ability to show how to do something (competence; defined elsewhere in the glossary) or the actual ability to perform a task in the healthcare setting (performance; defined elsewhere in the glossary)
A comparison of responses to a multiple-choice question (MCQ) with a single, evidence-based correct answer; from a Pre-test to at least one Post- test.
Moore et al. JCEHP, 29(1):1–15, 2009.
National Board of Medical Examiners Constructing Written Test Questions for the Basic and Clinical Sciences, 2018.
[PENDING: We are continuing to collect examples…if you have examples that you’d like us to leverage, please share them!]
Additional Contextual Information:
- Since Level 3a is defined by the change in procedural knowledge, data should be collected before and after the educational intervention. If statistical approaches are being applied, one should understand the limitations of such approaches.
- Note: there are well-established best practices for the construction and deliver of assessment questions, for this reason it is the suggestion of the OSP Steering Team that questions should be developed in accordance with National Board of Medical Examiner guidelines.