Bloom Taxonomy Of Educational Objectives And The Modification Of Cognitive Levels

Adesoji, Francis

doi:10.14738/assrj.55.4233

Cited by 31 publications

(23 citation statements)

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“…The first stage of the simulation, named preparation, is divided into pre-simulation and pre-briefing/briefing. In both, the actions that must be approached to develop knowledge are knowing and understanding (21) .…”

Section: Discussionmentioning

confidence: 99%

Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

et al. 2021

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Objectives: to investigate the scientific evidence on the use of Bloom’s taxonomy for developing competence in nursing professionals and students in clinical simulation. Methods: integrative review of the National Library of Medicine (NLM), National Institutes of Health (NIH), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Latin American and Caribbean Literature in Health Sciences (LILACS), Web of Science and SCOPUS databases, using the Rayyan application. Results: a total of 871 studies were identified; four composed the sample. The development of clinical competence occurred through the coordination of knowledge, skills, and attitudes. To develop the cognitive domain, the objectives of knowledge and comprehension of the Bloom’s taxonomy were mobilized. The psychomotor domain required development of the skills demanded by the proposed clinical care. The affective domain was developed through will and motivation to learn. Conclusions: it is possible to develop clinical competence in nursing by adopting Bloom’s taxonomy in each phase of clinical simulation.

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Section: Discussionmentioning

confidence: 99%

Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

et al. 2021

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“…In this study, the intended learning outcomes of the course were designed and classified in accordance with the cognitive domain of the Bloom's taxonomy of educational objectives, which has been amended by Krathwohl and Anderson [26]. Special emphasis was placed on promoting knowledge, gratifying curiosity, broadening views, and strengthening wisdom and judgement among students [1,3,7,19,27,28].…”

Section: Discussionmentioning

confidence: 99%

“…According to these theories, students learn as a result of internal processes in which higher-order mental activities including memory, perception, thinking, problem-solving, reasoning, and concept formation take place [30]. Cognitive learning theories proposed that learning is a result of interactions between new information acquired by an individual and the existing information, specifically, when relevant structured are already existent [26,31]. The use of Bloom's verbs in this study might ensure targeting the lower and upper orders of the cognitive domain.…”

Section: Discussionmentioning

confidence: 99%

Development of consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods for a history of medicine and pharmacy course for medical and pharmacy students in the Arab world: a Delphi study

Shawahna

2021

BMC Med Educ

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Background History courses are “required” elements among the didactic elements of the medical and pharmacy curricula in many schools around the world. The aim of this study was to develop consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods of a history of medicine and pharmacy course for medical and pharmacy students in the Arab World. Methods A systematic search of PubMed, ScienceDirect, SpringerLink, Scopus, and Google Scholar was conducted to identify course aims, contents, intended learning outcomes from the literature. The search was supplemented by semi-structured in-depth interviews with 5 educators/academicians, 3 pharmacists, and 3 physicians. The Delphi technique was used among panelists (10 educators/academicians, 4 physicians, and 4 pharmacists) to develop consensus-based course aims, contents, intended learning outcomes, teaching, and evaluation methods. Results The vast majority of the panelists agreed on the 10 items (agreement ≥88.9%) on the importance of teaching history to medical and pharmacy students. Consensus-based aims (n = 4) and intended learning outcomes (n = 13) were developed in the 1st and 2nd iterative Delphi rounds. The panelists suggested that 16 dedicated meeting hours (1 credit hour) would be required to cover the course. Bloom’s verbs were used to target the lower and higher orders of the cognitive domain. The course could be taught through face-to-face lectures, provision of reading materials, video documentaries, case studies, group discussions and debates. Multiple-choice questions, written reflections, portfolios, group projects, and engagement in discussions and debates might be used to evaluate performance of students. Conclusion Consensus-based course of history of medicine and pharmacy course was developed for medical and pharmacy students in the Arab World. Well-designed course aims, contents, intended learning outcomes, teaching, and evaluation methods are more likely to meet the accreditation requirements and might improve performance of medical and pharmacy students. Future studies are still needed to investigate if such consensus-based courses can improve performance of the students.

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“…Exam format can also have a differential impact on students as many studies have demonstrated that males tend to perform better on restricted response questions and women tend to perform better on constructed response questions (mazzeo, Schmitt and Bleistein, 1993). one way of evaluating the cognitive level of exams and their question is to categorise each question according to bloom's taxonomy of cognitive domains (Adesoji, 2018). learning taxonomies or classification are commonly used as a way of describing different kinds of learning behaviour and characteristics.…”

Section: Introductionmentioning

confidence: 99%

A Survey on Use of Colour Pens in Examinations Among the Dental Students

Balamithra¹

2020

Biosci. Biotech. Res. Comm

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The aim of the study is to find the effectiveness of use of colour pens among the students. Colour pens used in examinations make it easier for the students and teachers to do their task. .Highlighting the important points makes the students to study and score marks easily as from a teacher's point of view it makes paper corrections easier. The use of colour pens in exams has been found to be excellent which makes the exam paper colourful and the exam paper looks neat. There are several methods in using colours in exams either for underlining or for writing the important points with colour pens. A survey is conducted among 100 students with 15 questions in google forms. The students attending the survey are from Saveetha Institutes of medicine and technical Sciences.results were entered in the excel sheet and analysed through SPSS statistical platform. From the results of our study, we conclude that the use of colour pens during an exam increases the grade of the student's performance. Eventhough is not statistically significant, in our study we found the females use colour pens in exams more efficiently than males. Also, the study proved that instead the use of colour pens consumed more time than usual, by practice the time can be adjusted sufficiently along with the colour pen use will increase the performance level in their exams.

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Bloom Taxonomy Of Educational Objectives And The Modification Of Cognitive Levels

Cited by 31 publications

References 0 publications

Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

Development of consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods for a history of medicine and pharmacy course for medical and pharmacy students in the Arab world: a Delphi study

A Survey on Use of Colour Pens in Examinations Among the Dental Students

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