Introduction to concepts of Taxonomy

1. Introduction to concepts of Taxonomy Uma Gupta MD(OBG),PGDHM,MA(RD) FAIMER Fellow CMCL 2012 Basic workshop on Medical Education & Technology ELMCH , Lucknow

2. Learning, teaching, identifying educational goals and thinking are interwoven in an intricate web

3. Objectives To understand the concept of educational objectives To understand the principles of taxonomy of educational objectives. Define the terms cognitive, affective and psychomotor domains Formulate educational objectives belonging to these domains.

4. What do you do when you have to address an audience or a class ??? Plan- Who, What, what is the goal and a take home message TL goal oriented (objectives)

5. Both Teaching and learning should be GOAL ORIENTED GOALS are technically called as OBJECTIVES

6. Goal Of Education Student/Learner Intended Outcomes/Objectives CURRICULUM Achieved Outcomes/Objectives Competent Health Professional 6

7. Levels of Objectives Institutional objectives Intermediate (divisional) departmental objectives Specific learning/teaching (individual objectives SLO)

9. Learning Objectives what the student is expected to learn at the end of the course Teaching Objectives from teacher’s perspective driven by learning objectives The two can be merged - “Educational Objectives

10. How Learning Objectives help? Guides the learner through the process of learning He/She knows exactly what is expected from the acquired knowledge and skill He/She is also aware of the criteria by which their performance will be judged

11. How teaching objectives helps? By having measurable and observable objectives Help in planning the curriculum Implementing the program Formulating evaluation systems

12. Knowledge and Education Knowledge – all of the information about any topic Education – all the knowledge plus the process of teaching and learning it. Education is more “holistic” word

13. Taxonomy Etymology - From the Greek word – arrangement Taxonomy means: a system of grouping or categorizing things Taxonomy and classification are synonymous

14. Educational Objectives To achieve that ultimate status of complete Learning - first step is to understand what all aspects or components have to be covered Systematic categorization or classification of all the components is called as Taxonomy of Educational Objectives

15. Goal Of Education Student/Learner Intended Outcomes/Objectives CURRICULUM Achieved Outcomes/Objectives Competent Health Professional 15

16. Is it the only system of classification? NO - There are other systems or hierarchies that have been devised in the educational and training world. However - Bloom's taxonomy is easily understood and is probably the most widely applied one in use today

17. A committee of colleagues, led by Benjamin Bloom (1956), identified three domains of educational activities

18. Bloom’s taxonomyTHREE DOMAINs of education HAND Practical Skill Psychomotor Domain HEAD (Intellectal skill) Cognitive Domain HEART Behavioural skill (Attitude) Affective Domain

19. Goals of learning…… At the end of the learning session the learner should have acquired New Knowledge New Skills New Attitudes KSA

20. The Domains - subclasses The three domains are divided into subdivisions, starting from the simplest behavior to the most complex.

22. The cognitive domain involves knowledge and the development of intellectual skills. includes the recall or recognition of specific facts, procedural patterns concepts serve in the development of intellectual abilities and skills.

23. Categories in the Cognitive domain There are six major categories The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place

25. 1. Knowledge Recall data or information Remembering of previously learned Information Knowledge of terminology, specific facts, principles, theories

26. 1. Knowledge Key words to be used in framing Objectives Eg. Define hypertension? Define Describe Enumerate Identify Label List Match Reproduce

27. 2. Comprehension Understand the meaning, Interpretation of instructions and problem and stating it in one's own words. Grasping the meaning of informational material Eg., Given a set of readings- can categorize mild, moderate and severe. Key words to be used in framing objectives Classify Categorize Convert Describe Discuss Estimate Explain Illustrate Outline Summarize

28. 3. Application Carry’s out or use a procedure in a given situation. Use of previously learned information in new and concrete situations to solve problems that have single or best answer

29. 3. Application Key words to be used in framing objectives Compute Construct Calculate Determine Develop Prepare Use Utilize Inform Predict can use facts – e.g., predicts how anti-hypertensive treatment can be modified in angina or CCF

30. 4. Analysis Distinguishes between facts and inferences. : Breakdown of material into component parts trying to understand the organizational structure of such information to develop divergent conclusions and identifying motives Action words to be used in framing objectives Compare Contrast Correlate Differentiate Distinguish Illustrate Infer Outline e.g., cognisance of socioeconomic, cultural, personal factors while selecting therapy

31. Evaluation Make judgments about the value of ideas or materials Judging the value of the knowledge material based on personal values and opinions resulting in an end product with a given purpose without real right or wrong answers Appraise Contrast Conclude Criticize Justify Defend Judge Reframe E.g., can outline prognosis of hypertensive patient

32. Synthesis Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure Compile Compose Create Develop Devise Integrate Hypothesize Eg,.Write a rational individualized prescription of patient with hypertension

33. Factual Knowledge

34. Applying Understanding Remembering COGNITIVE DOMAIN 3.Application-can use facts –e.g.,predicts how anti-hpy tt be modified in angina or CCF 2.Comprehension- -given a set of readings- can categorize mild,mod,sev. 1.Knowledge- define hypertension Higher-order thinking Taxonomic levels assessment

35. Creating Evaluating Analysing COGNITIVE DOMAIN 6.Synthesis- ability to assemble, innovate Write a rational individualized prescription with hypertension 5. Evaluation- judge the reliability, utility, procedure, method. E.g., can outline prognosis of hypertensive pt. 4. Analysis- break the problem to components and interpret findings- e.g., cognisance of socioeconomic, cultural, personal factors while selecting therapy Higher-order thinking Taxonomic levels assessment

36. Psychomotor domain • How to do something • Physical methods • Motor skills • coordination

37. Psychomotor Domain Development of these skills requires Practice Measured in terms of speed, precision, distance, procedures, or techniques in execution. Three major categories - from the simplest behavior to the complex: Three major categories - from the simplest behavior to the complex

38. Psychomotor Domain Automation control Imitation

39. Psychomotor Domain Imitation: Being exposed to an observational action undertakes a similar action at the level of the muscular system Learner shall observe CPR Readiness to observe to do CPR

40. Imitation Complete Perform Distinguish Hear Identify Locate Manipulate Move Pickup Point to Practice Practice Press Pull Push See Select Setup Show Sort Specify Touch Transport

41. Psychomotor Domain Set Load Locate Loosen Manipulate Measure Open Operate Perform Control Acts according to instructions and is able to differentiate/ select between acts Shall perform under guidance Learner shall perform CPR in hospital independently Adjust Assemble Build Construct Copy Demonstrate Disconnect Draw

42. Skill Development Unconsciously competent Consciously competent Consciously incompetent Unconsciously incompetent

43. Miller’s Pyramid

44. TAXONOMY The Affective Domain Being aware of or attending to something in the environment Receiving Showing some new behaviors as a result of experience Responding Showing some definite involvement or commitment Valuing Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.

45. TAXONOMY The Affective Domain Integrating a new value into one's general set of values, giving it some ranking among one's general priorities. Organization Acting consistently with the new value; person is known by the value. Characterization by Value

46. Affective DOMAIN-Taxonomic levels assessment Applying, VALUING Comprehension Responding KnowledgeReceiving 3. Able to realize that it is worth spending time reassuring pt when anxious 2.Able to reassure an anxious pt……… 1.Able to show awareness of anxiety of pt- waiting for invasive proc. Higher-order thinking

47. Affective DOMAIN-Taxonomic levels assessment characterisatioin by a value complexJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging OrganisationConceptulizing a value , casting to value in cohernt and personally acceptableand acting even under difficult conditions 5.Able to determine the health for all has a bearing on political will and commitment towards emotional well being 4.Able to form judgement as to responsibility of healthcare team for commitment towards emotional well being of pt. Higher-order thinking

48. Affective DOMAIN-Taxonomic levels assessment characterisatioin by a value complex Organisation Applying, VALUING Responding Receiving 5.Able to determine the health for all has a bearing on political will and commitment towards emotional well being 4.Able to form judgement as to responsibility of healthcare team for commitment towards emotional well being of pt. 3. Able to realize that it is worthspending time reassuring pt when anxious 2.Able to reassure an anxious pt……… 1.Able to show awareness of anxiety of pt- waiting for invasive proc. Higher-order thinking

49. Miller’s Pyramid