Abstract
Introduction: This study classifies multiple-choice questions used in the Japanese national clinical engineering examination according to the assessment of ability based on knowledge level (taxonomy) and examines the relationship between these taxonomies and repetition of exams (number of times). Method: Exams were held five times during the instruction period before clinical training. Analysis of variance was performed using the number of times the exam was conducted as the within-subjects factor and taxonomies as between-subjects factors. Results: The number of times the exam was conducted was identified as the main factor for effective study, and relationships were observed between the number of times the exam was conducted and taxonomies. Multiple comparison also revealed significant differences. Relationships between interpretation and judgment skills in taxonomy II were specifically poor. Discussion: It was found that repeated study was effective for all taxonomies. Furthermore, it appears that repeated practice strongly affects the students' ability to perform higher-level intellectual tasks.