A taxonomy of objectives for professional education

Carter, Richard G.

doi:10.1080/03075078512331378559

Cited by 64 publications

(44 citation statements)

References 9 publications

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“…The nature and content of courses need to be determined by the "needs and wants" of those who are leaving the educational system at any particular point in time (Carter, 2010). In this context, does the working artist have the knowledge to work and operate in the wider world of commerce?…”

Section: Background and Research Contextmentioning

confidence: 99%

Artist Graduates: Are they ready to do Business?

Wright

2016

Proceedings of the 2nd International Conference on Higher Education Advances

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Section: Background and Research Contextmentioning

confidence: 99%

Artist Graduates: Are they ready to do Business?

Wright

2016

Proceedings of the 2nd International Conference on Higher Education Advances

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“…After the addition of (inter)national report by grey search online, ten articles and eight reports were used as sources for learning goals. All goals mentioned at least twice were included in a final list of 47 core learning goals, divided into the categories knowledge, skills, and attitude, shown in Table 1 [18]. A detailed list is shown in Appendix, which includes subheadings and references.…”

Section: List Of Core Learning Goalsmentioning

confidence: 99%

Education on prescribing for older patients in the Netherlands: a curriculum mapping

Keijsers

Wit

Tichelaar

et al. 2015

Eur J Clin Pharmacol

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Purpose Pharmacology and pharmacotherapy education is being increasingly integrated in medical curricula, which might lead to a specific loss of knowledge in these subjects. This, in turn, could lead to harmful prescribing errors, especially in vulnerable older patients. Methods Teachers who coordinated education in Dutch medical schools completed a structured interview on (geriatric) pharmacology and pharmacotherapy education.A list of core learning goals was developed. Pharmacology and pharmacotherapy education in general was compared to geriatric pharmacology and pharmacotherapy education. Results All Dutch medical schools participated. Contact hours for education in pharmacology and pharmacotherapy ranged from 39 to 107 h; ECTSs (representing 28 study hours) ranged from 0 to 3. The various curricula covered, on average, 79 % of all learning goals for these subjects: knowledge 85 %, skills 76 %, and attitudes 66 %; the curricula also covered specific geriatric goals: knowledge 87 % and skills 65 %. All geriatric learning goals were met if a geriatrician was among the coordinators. Half (4 of 8) of the medical schools lacked appropriate assessment procedures. Evaluation was mostly based on students' opinions. Teachers rated students as being moderately well prepared for daily practice. Conclusions There are large differences in the quantity and quality of (geriatric) pharmacology and pharmacotherapy education in Dutch medical schools. In general, more time should be devoted to skills and attitude, and the assessment procedures should be optimized with high priority. Other curricula with a problem-based approach might benefit from the points of improvement described in this article.

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“…When the literature was examined, there were a limited number of publications about the RT although there were several publications about the OT (Carter 1985;Solman and Rosen 1986;Athanassiou et al 2003). While a few of these RT studies are research (Su et al 2004(Su et al , 2005Noble 2004), most of them are about the description and discussions about the RT (Anderson 2002;Andrich 2002;Byrd 2002;Ferguson 2002;Krathwohl 2002;Mayer 2002;Pintrich 2002;Amer 2006).…”

Section: Bloomõs Taxonomy In Its Original and Revised Formsmentioning

confidence: 99%

Effects of the Original Versus Revised Bloom's Taxonomy on Lesson Planning Skills: A Turkish Study Among Pre-Service Teachers

Bümen

2007

Int Rev Educ

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The original taxonomy of educational objectives, developed by Benjamin S. Bloom and his associates in the 1950s, was revised several decades later by a group of educationists and cognitive psychologists, who developed a revised taxonomy (RT). This article describes a Turkish study carried out among a group of pre-service teachers in order to compare the influence of the two systems on lesson planning skills. The results confirmed other studies that have indicated a number of advantages of the revised system over the earlier one. Re´sume´-LES EFFETS DE LA TAXONOMIE RÉ VISÉ E DE BLOOM SUR LES TECHNIQUES DE PLANIFICATION DES LEÇ ONS-La taxonomie des objectifs e´ducatifs, de´veloppe´e a`lÕorigine par Benjamin S. Bloom et ses associe´s dans les anne´es 50, a e´te´remise a`jour plusieurs de´cennies plus tard par un groupe dÕe´ducateurs et de psychologues de la cognition ayant de´veloppe´une taxonomie re´vise´e (revised taxonomy: RT). Cet article de´crit une e´tude turque effectue´e parmi un groupe dÕenseignants en formation afin de comparer lÕinfluence des deux syste`mes sur les techniques de planification de lec¸ons. Les re´sultats ont confirme´dÕautres e´tudes ayant indique´un certain nombre dÕavantages du syste`me re´vise´par rapport a`celui dÕorigine.Zusammenfassung -DIE ANWENDUNG DER Ü BERARBEITETEN BLOOMÕ-SCHEN TAXONOMIE AUF DIE UNTERRICHTSPLANUNG -Die urspru¨ngliche Taxonomie fu¨r Unterrichtszwecke, von Benjamin S. Bloom und Mitarbeitern in den 1950er Jahren entwickelt, wurde einige Jahrzehnte spa¨ter durch eine Gruppe Erziehungswissenschaftler und kognitiver Psychologen u¨berarbeitet, die auch eine Neufassung erstellten (RT). Der Artikel stellt eine tu¨rkische Studie u¨ber die Fa¨higkeit zur Unterrichtsplanung von Lehramtsanwa¨rtern dar, die zum Zweck des Vergleichs der beiden Systeme durchgefu¨hrt wurde. Durch die Ergebnisse werden andere Studien besta¨tigt, die in der Neufassung der Taxonomie eine Reihe von Vorteilen gegenu¨ber der Ursprungsfassung erkennen.Resumen -TAXONOMI´A DEL DOMINIO COGNITIVO, DE BLOOM; EFECTOS DE LA REVISIÓ N -La taxonomı´a original de dominios del aprendizaje, desarrollada por S. Bloom y sus colegas en los an˜os 50, fue revisada varias de´cadas despue´s por un grupo de educadores y de psico´logos cognitivos, que desarrollaron una taxonomı´a revisada. Este artı´culo describe un estudio realizado en Turquı´a entre un grupo de docentes incipientes, a efectos de comparar la influencia de estos dos sistemas sobre la capacidad de planificar lecciones. El resultado confirmo´los de otros estudios, que indicaban un nu´mero de ventajas del segundo sistema revisado frente al primero, el ma´s antiguo.

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A taxonomy of objectives for professional education

Cited by 64 publications

References 9 publications

Artist Graduates: Are they ready to do Business?

Artist Graduates: Are they ready to do Business?

Education on prescribing for older patients in the Netherlands: a curriculum mapping

Effects of the Original Versus Revised Bloom's Taxonomy on Lesson Planning Skills: A Turkish Study Among Pre-Service Teachers

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