Journal article
Bloom's taxonomy in health professions education: Associations with exam scores, clinical reasoning, and instructional effectiveness
Currents in pharmacy teaching and learning, Vol.17(11), 102444
11/01/2025
DOI: 10.1016/j.cptl.2025.102444
PMID: 40695205
Abstract
This scoping review examined how mapping examination questions to learning taxonomies (Bloom's taxonomy), is used in health professions education. The review examined relationships between taxonomy level and exam performance, clinical reasoning, and student engagement.
A literature search was conducted for studies published between 1980 and 2025. Articles were included if they reported student outcomes related to learning taxonomy mapping in undergraduate/graduate health professions education. At least two authors had to agree on the initial inclusion of each article. Final eligibility was confirmed through group review.
A total of 832 records were initially identified. After removing duplicates and confirming eligibility, 24 articles were included. The studies were categorized into six themes: relationship between cognitive complexity of examination items (based on taxonomy level), item difficulty, and examination performance; use of taxonomy mapping to compare outcomes associated with different teaching styles; outcomes associated with assessment styles; differences in outcomes based on students' study approaches; correlations between examination question performance by taxonomy and performance during clinical or clinical reasoning assessments; and student engagement with/use of examination mapping. Studies showed decreased performance on higher-order questions. Some instructional strategies improved higher-order performance. Students reported that taxonomy mapping enhanced understanding and study strategies, though their interpretation of question complexity was inconsistent.
Despite widespread practice, mapping examination questions to a learning taxonomy remains a time-intensive practice with limited empirical support for improving educational outcomes. Additional research is needed to determine whether mapping supports critical thinking, clinical reasoning, or licensure performance.
Details
- Title: Subtitle
- Bloom's taxonomy in health professions education: Associations with exam scores, clinical reasoning, and instructional effectiveness
- Creators
- Mary Ray - University of IowaMike Rudolph - A.T. Still UniversityKimberly K. Daugherty - Sullivan University
- Resource Type
- Journal article
- Publication Details
- Currents in pharmacy teaching and learning, Vol.17(11), 102444
- DOI
- 10.1016/j.cptl.2025.102444
- PMID
- 40695205
- NLM abbreviation
- Curr Pharm Teach Learn
- ISSN
- 1877-1297
- eISSN
- 1877-1300
- Publisher
- Elsevier Inc
- Language
- English
- Date published
- 11/01/2025
- Academic Unit
- Pharmacy; Pharmacy Practice and Science
- Record Identifier
- 9984865439502771
Metrics
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