Clinical Diagnosis as a Dynamic Cognitive Process: Application of Bloom’s Taxonomy for Educational Objectives in the Cognitive Domain

Nkanginieme, K E

doi:10.3402/meo.v2i.4288

Cited by 18 publications

(31 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The distribution of comments among the subsets of Recognize, Differentiate, and Evaluate likely demonstrates an awareness that a basic understanding of subject matter is required before more complex tasks can be attempted, with respondents labeling information in the Recognize category as “core pediatric knowledge.” Interestingly, within the Diagnosis skill subsets, many comments clustered in the higher‐order cognitive task of evaluation . This may indicate respondents’ insight that knowledge of a diagnosis is meaningless if the knowledge cannot be applied to a clinical context . Upon adequately recognizing and differentiating a potential cardiac from noncardiac condition, a learner may desire external input as he or she progresses through the cognitive diagnostic process.…”

Section: Discussionmentioning

confidence: 99%

“…Rather than assuming a conceptual framework at the beginning of the process, we applied previously described qualitative research methodology to allow the emergent themes to determine the conceptual framework . Bloom's Taxonomy was an ideal guide to subdividing Diagnosis into themes of Recognize, Differentiate, and Evaluate . Comments pertaining to content beyond the scope of Diagnosis were categorized as Management, with subcategories of Emergent Care (Resuscitation), Short‐term Care (Inpatient), and Longitudinal Care (Outpatient), and examined in the context of the ABP content area in which they were expressed.…”

Section: Methodsmentioning

confidence: 99%

“…[13][14][15] Bloom's Taxonomy was an ideal guide to subdividing Diagnosis into themes of Recognize, Differentiate, and Evaluate. 16,17 Comments pertaining to content beyond the scope of Diagnosis were categorized as Management, with subcategories of Emergent Care (Resuscitation), Short-term Care (Inpatient), and Longitudinal Care (Outpatient), and examined in the context of the ABP content area in which they were expressed.…”

Section: E Th Odsmentioning

confidence: 99%

See 2 more Smart Citations

A qualitative assessment of pediatric cardiology core content: Comments from Kentucky trainees, pediatricians, and pediatric cardiologists

Neal

Lehto

Miller

et al. 2018

Congenital Heart Disease

View full text Add to dashboard Cite

The 93 comments analyzed for this article showed a distinct preference for all respondents, trainees, pediatricians, and cardiologists alike, to value the addition of diagnostic skills with emphasis in the "evaluate" skill set as important cardiology curricular content beyond that included in the 2016 ABP cardiology-specific objectives. Responses could be used to provide practical guidance for curriculum design and reform.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: E Th Odsmentioning

confidence: 99%

See 1 more Smart Citation

A qualitative assessment of pediatric cardiology core content: Comments from Kentucky trainees, pediatricians, and pediatric cardiologists

Neal

Lehto

Miller

et al. 2018

Congenital Heart Disease

View full text Add to dashboard Cite

show abstract

“…The premise of this study is that in order to create mnemonics of a high calibre, It was essential to understand bloom's taxonomy of learning as stated in below table 4. [12] Responses for Top 10 questions out of total questions are shown in Table no.1, Among 150 students 135 students participated in the study and submitted their responses, out of which male participants were 43% & female participants were 55%. Such access to such enormous information could bring about changes in the attitude of the medical student towards the goal of academic excellence and incorporating mnemonic assisted learning, which is monitored by teaching faculty, could be novel step in achieving this goal.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Knowledge and Attitude among Medical Students towards Mnemonics Learning

Ravish¹,

Gunasheela²,

H³

et al. 2016

AIMDR

View full text Add to dashboard Cite

Background: Many different ways exist to undertake and encourage students to improve their information and understanding of a subject matter. This study was undertaken to measure the impact of student-based mnemonic construction with multiple selection questions (mnemonics) as a stimulant for the training and understanding of topics in biochemistry. Methods: Medical students were selected voluntarily from various medical colleges. They were approached with a pre-validated mnemonic's with prior oriented mnemonics. Feedback questions were taken from students regarding mnemonics usage. Statistics: Descriptive statistics was used and results were expressed as percentage. Results: 135 students were selected from first year for this study. A set of questionnaires were place and directed to decide on the suitable possibility as per the likert scale. The response were collected and analyzed. 65% of students very much liked learning mnemonics, 54% of students expressed interest to create mnemonics before going to exams. 38% of students expressed that they were terrified with mnemonics. 67% of students felt confident with mnemonics, 57% students opined that future theory teaching should be based contain few interesting mnemonics. 71% of students felt mnemonics helped them in remembering, analysing, evaluating and understanding difficult medical concepts. Conclusion: The fact that the mnemonics didn't test deep learning could suggest that the students did not gain the higher levels of understanding hoped for, but this is often a difficult conclusion to make particularly because it isn't a realistic expectation for students to provide mnemonics testing higher order cognitive skills at their first try.

show abstract

“…A student's ability to become engaged and present with the patient facilitates communication. This humanistic communication is learned by studying art and art critical theory and requires critical self-reflection by drawing on higher order thinking, which is necessary when making an informed judgement (Nkanginieme, 1997;Naghshineh et al, 2008;Schaff, Isken, & Tager, 2011). Incorporating the study of art images into these IPE projects provided an alternative method for teaching interpersonal communication skills and for enhancing student engagement with their patients.…”

Section: Curricular Contentmentioning

confidence: 99%

Negotiating challenges in community-based interprofessional education programs

Brommelsiek¹,

Peterson²

2015

Health &Amp; Interprofessional Practice

View full text Add to dashboard Cite

Several expert panels have recommended interprofessional collaborative practice (IPCP) as an integral part of improving the quality and safety of care delivery to meet the complex health needs of patients. IPCP is attained by collaborative communications between two or more health professionals from various disciplines who share in clinical decisionmaking. IPCP increases patient satisfaction and improves health outcomes, yet few health professional students learn how to work within collaborative interprofessional teams. The health professional programs at one Midwestern University implemented Interprofessional Education (IPE) programs with the goal of facilitating IPCP team work and to foster effective communications among the health professional students. The successes that resulted were positive comments from students, faculty, and clinical staff and increased student confidence in interactions with other disciplines. The challenges that were encountered include scheduling difficulties, apathy of faculty and students, and incompatible clinical practice experiences. Understanding challenges and negotiating ambiguity of implementing IPE/ IPCP community-based programs is important in developing a well-trained interprofessional workforce and closing the gap between health professionals' education and clinical practice experiences.

show abstract

Clinical Diagnosis as a Dynamic Cognitive Process: Application of Bloom’s Taxonomy for Educational Objectives in the Cognitive Domain

Cited by 18 publications

References 6 publications

A qualitative assessment of pediatric cardiology core content: Comments from Kentucky trainees, pediatricians, and pediatric cardiologists

A qualitative assessment of pediatric cardiology core content: Comments from Kentucky trainees, pediatricians, and pediatric cardiologists

Evaluation of Knowledge and Attitude among Medical Students towards Mnemonics Learning

Negotiating challenges in community-based interprofessional education programs

Contact Info

Product

Resources

About