Application of blooms taxonomy of verbs to evaluate the cognitive domain in undergraduate medical physiology question papers: a critique

Kalasuramath, Suneeta; Tandon, Mayank; Deshpande, D V; Kumar, Vinod

doi:10.18203/2320-6012.ijrms20151190

Cited by 6 publications

(4 citation statements)

References 5 publications

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“…The instructional gap around engaging learners with higherorder thinking has been documented consistently across both time and health professions. [5][6][7][8][9][10][11] Faculty members often resort to teaching in the clinic largely by telling students information rather than asking questions, and when faculty do ask questions, these typically require fact-based answers. [12][13][14] While remembering and understanding facts are foundational for higher-level learning, asking for the learner only to remember facts does not assist them in developing critical thinking or clinical reasoning skills to help learners develop expertise.…”

Section: Introductionmentioning

confidence: 99%

Questioning Aid for Rich, Real-Time Discussion (QARRD): A Tool to Improve Critical Thinking in Clinical Settings

et al. 2021

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Introduction: Critical thinking skills are crucial for health professionals, especially in clinical settings. However, most health professions educators engage learners with only lower-level concepts such as definitions, fact recall, or basic explanations. Employing strategic questioning methods that require learners to use higher-order thinking can help develop clinical reasoning skills. Methods: The Questioning Aid for Rich, Real-time Discussion (QARRD) was created for health professions educators to purposefully implement concepts from Bloom's taxonomy and hierarchical questioning in clinical settings. The tool was introduced to faculty in a 1-hour, interprofessional workshop that described learning science and evidence-based questioning methods. Participants practiced QARRD questioning strategies and completed a pre/post case-based evaluation in which they developed discussion prompts for learners. Results: Thirty-seven educators participated in two separate workshops. The majority (71%) of preworkshop prompts were lower-order thinking skills (remembering/understanding). After the workshop, the complexity of participants' discussion prompts increased significantly. Most postworkshop prompts (69%) reflected higher-level thinking skills (apply/analyze/evaluate/create). Many participants reported that, despite previously knowing about Bloom's taxonomy, they had not known how to implement this learning framework in clinical instruction until completing the QARRD training. Discussion: The QARRD is a versatile, practical tool for health professions educators to practice promoting higher-level thinking in clinical settings. QARRD strategies allow educators to make small, purposeful adjustments to instructional methods that meaningfully engage learners to help facilitate clinical reasoning. This workshop can be delivered at other institutions and adapted as a virtual grand rounds to broadly enhance strategic questioning in clinical education.

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Section: Introductionmentioning

confidence: 99%

Questioning Aid for Rich, Real-Time Discussion (QARRD): A Tool to Improve Critical Thinking in Clinical Settings

et al. 2021

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“…Evaluation of undergraduate Medical Physiology question papers of the same university revealed that the cumulative examination questions on an average focused more on comprehension (28%), followed by knowledge (14%), application (6%), analysis (5%), synthesis (2%), and none on evaluation, and 45% of the questions had no usage of any verbs. 6 Analysis of Microbiology question papers for cognitive domains showed 8% of the questions tested factual recall, 10% tested data interpretation, and 15% questions tested critical evaluation, and 67% question did not belong to any of the cognitive domains. 7 Having a blueprint of question paper for individual subjects would help maintain the uniformity in setting the papers.…”

Section: Discussionmentioning

confidence: 99%

Retrospective Descriptive Analysis of a University Undergraduate Community Medicine Question Papers, Karnataka

Nagaraj¹,

Prithviraj²,

Maheswaran³

2018

Journal of Postgraduate Medicine, Education and Research

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Introduction: Summative assessment of students is done to know whether the student is competent enough for certification. As all assessment methods have some intrinsic flaws, solutions need to be identified to reduce these flaws before implementation.Aim: To evaluate the validity of content in the university undergraduate community medicine question papers and suggest a blueprint format to be used in designing community medicine question paper. Materials and methods:It is a retrospective descriptive analysis. Undergraduate community medicine theory question papers (papers I and II) of the last nine years, from 2008 to 2016, of a selected university in Karnataka were analyzed for content coverage, weightage, etc. Data are expressed as frequency, percentages, median, and interquartile range.Results: Analysis of the question papers revealed that in majority of the papers, there was good coverage of all the chapters. Majority (57.6%) of the questions assessed knowledge followed by comprehension (33.1%), application skills (9%), and only 0.3% questions assessed analysis skills. Majority of the marks were from questions of must-know topics. Conclusion:The present study establishes the scope for improvement while designing question papers in community medicine examinations. Also, blueprint should be an integral part of assessment.

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“…According to complete blood count (CBC) reports, the RBCs can be classified as normocytic (mean corpuscular volume (MCV) 80-100 FL), microcytic (MCV <80 FL), or macrocytic (MCV >100 FL). They are also differentiated according to colors (hypochromic (pale), normochromic (normal/pink to red), or hyperchromic (red)) [ 1 ].…”

Section: Introductionmentioning

confidence: 99%

The Prevalence of Anemia in Working Women

Shah,

Soomro,

Ali

et al. 2023

Cureus

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Introduction: Anemia can be defined as a reduction in the amount of hemoglobin (Hb) in red blood cells (RBCs). It is becoming a growing socioeconomic issue. It is important to identify the causes of anemia and educate people about its symptoms. This can aid in the early identification and diagnosis of anemia, thereby preventing the disease’s complications. The complications of anemia include the risk of low birth weight, prematurity, prenatal and neonatal mortality, and maternal mortality. Objective: The objective of the study is to investigate the factors contributing to anemia among working-class women employed in government or private sectors located in Karachi, Pakistan. By identifying the causes and risk factors of anemia, participants can be counseled to adopt a healthier lifestyle, a well-balanced diet, and activities that may eliminate the causes of anemia, further preventing the incidence of anemia. The objectives of the study are specific, measurable, achievable, realistic, and time-bound (SMART). The study was conducted from November 2019 to August 2021 despite facing COVID-19-related restrictions. The sample size fit the inclusion criteria, and the objectives were accomplished successfully with adequate resources. Methodology: The cross-sectional study was conducted after receiving clearance from institutions and consent from participants. A total of 180 participants provided consent after receiving a thorough explanation of the study, and they had the right to refuse to participate. In respect of confidentiality, the participants were not required to provide their names, as they were not included in our data analysis. The inclusion criteria included women of the working class, aged 18-45 years, working a minimum of four to five hours per week, and employed in government or private sectors located in Karachi, Pakistan. The exclusion criteria included women with bleeding or hematological disorders, a history of surgery in the last 12 months, pregnancy, or systemic disease. Data collection was divided into two sections: section one (questionnaire) and section two (investigations). The questionnaire was given to each participant via Google Forms and was filled out before section two of data collection, which included blood tests via a finger prick to measure hemoglobin with a Veri-Q Multi Meter hemoglobin monitoring system (manufactured by Q-line BIOTECH, New Delhi, India). Results: The mean Hb was 11.15 ± 1.29 mg/dl (n = 180). The study revealed that 58.3% of the participants had a normal hemoglobin concentration according to the WHO anemia classification, while 41.7% were anemic. Overall, the prevalence of anemia was 41.7%, and the majority (56%) of the participants had mild anemia. Conclusion: The majority of the participants had mild anemia. Education on anemia and its symptoms, eating habits, occupational status, and stress-related factors can affect the hemoglobin concentration in RBCs. A diet low in meat, leafy vegetables, and fruit leads to anemia...

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Application of blooms taxonomy of verbs to evaluate the cognitive domain in undergraduate medical physiology question papers: a critique

Cited by 6 publications

References 5 publications

Questioning Aid for Rich, Real-Time Discussion (QARRD): A Tool to Improve Critical Thinking in Clinical Settings

Questioning Aid for Rich, Real-Time Discussion (QARRD): A Tool to Improve Critical Thinking in Clinical Settings

Retrospective Descriptive Analysis of a University Undergraduate Community Medicine Question Papers, Karnataka

The Prevalence of Anemia in Working Women

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