DOI: http://dx.doi.org/10.18203/2320-6012.ijrms20151190

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

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

Abstract


Background: Over the years medical education has evolved in the system of education, teaching and evaluation. It is the evaluation system that has the most insightful impact on learning. This study aimed to assess the use of taxonomy of verbs in medical physiology question papers as a tool for written examination for summative evaluation of I year medical students.

Methods: Retrospective analysis of I MBBS undergraduate question papers of revised scheme Rajiv Gandhi University of health sciences, Bangalore from the year 2006- 2014 was done. Questions were analyzed individually for the use of taxonomy of verbs in each question, marks allotted for each, and type of cognition analyzed from each question. The data was classified using a modification of Bloom’s hierarchy of cognitive learning (level I, II, III).

Results: Majority (45%) of the questions in the papers had no use of verbs. There was variability in the distribution of marks on various chapters of Physiology across the years. Comprehension and knowledge component of the cognitive domain were maximally assessed in the written examination.

Conclusions: Examination and evaluation though a source of anxiety for the undergraduate medical students, it is essential to stimulate their cognitive skills by teaching and enhance the evaluation of mental and reasoning skills. It could be more facilitated by proper framing of questions by adequate usage of verbs.

 


Keywords


Summative evaluation, Physiology, MBBS, Taxonomy, Cognitive

Full Text:

PDF

References


Bloom B, Englehart M, Furst E, Hill W, Krathwohl D. Taxonomy ofeducational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green; 1956.

Lorin W, David R. A taxonomy for Learning, Teaching, and Assessing. New York: Longman, 2001.

Benjamin S. Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain. New York: Longmans, 1956. Booker, Michael J. A Roof without Walls: Benjamin Bloom’s Taxonomy and the Misdirection of American Education. Academic Questions,2007.

Benjamin S. Reflections on the Development and Use of the Taxonomy. In Bloom’s Taxonomy: A Forty-Year Retrospective, edited by Lorin Anderson and Lauren A. Sozniak. Chicago: National Society for the Study of Education.

Srinivas DK, Ananthkrishnan N, Sethuraman KR, Santosh K. Medical Education: Principles and practice. Pondicherry, National teachers training centre. 1995:95-150.

Revised Ordiance Governing, MBBS Degree Course and curriculum Clinical subjects. Rajiv Gandhi University of Health Sciences, Karnataka, 2004.

Ananthkrishan N, Sethuraman KR, Santosh K. Medical education-Principles & Practice. Pondicherry; Alumni Association of National Teacher Training Centre. 2000:117.

Miller GE. Educational strategics for the health professions. In:Development of educational programmes for the health professionals. WHO Public Health. 1973:52.

Palmer EJ, Devitt PG. Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple questions? Research paper. BMC Med Edu. 2007;28;7:49.

Sindhu S, Hemant Kumar S, Mohmmad TS, Vinodkumar V. Comparitive evaluation of Pharmacology Question papers in Medial Colleges Affiliated to Different Universities in North India along with recommendations. J Med edu. 2011;1:3;180-6.

Buckwalter JA, Schumacher R, Albright JP, Cooper RR Use of an educational taxonomy for evaluation of cognitive performance. J Med Educ. 1981;56(2):115-21.

Rabinowitz HK. The modified essay question: an evaluation of its use in a family medicine clerkship. Med Educ. 1987;21(2):114-8.

Feletti GI. Reliability and validity studies on modified essay questions. J Med Educ. 1980;55(11):933-41.

Irwin WG, Bamber JH. The cognitive structure of the modified essay question. Med Educ. 1982;16(6):326-31.

George M. Effective Test Item Discrimination Using Bloom’s Taxonomy. Education. 1997;1:100-10.

Adkoli BV. Attributes of a good question paper. In: Sood R, Chief Editor. Assessment in medical educations trends and tools. New Delhi: K.L.Wig center for Medical education & Technology. 1995;73-6.

Rubina S, Khondker MS, Lutfun N, Ferdous H. Content validity of written examinations in undergraduate Anatomy. Bangladesh J Anat. 2009;7:1:14-8.

Crowl TK, Podell DM. Educational Psychology: Windows on Teaching. Dabuque: Brown & Bench mark, 1997.

Davis MH. Constructed response questions. In: Dent JA, Harden RM. A practical guide for teachers. Edinbergh: Churchill Livingstone. 2001:326-35.

Khanam ST. Research Methodology basic concepts. Dhaka. 1998:89.

Harden RM. A practical guide for Medical teachers Endinburgh: Churchill. Livingstone.

Rabinowitz HK. The modified essay question: an evaluation of its use in a family medicine clerkship. Medical Education, 1981.

Schuwirth LW, van der Vleuten CP. Different written assessment methods: what can be said about their strengths and weaknesses? Med Educ. 2004;38:974-9.