University of Wyoming School of Pharmacy, 1000 E. University Avenue, Laramie, WY 82071, USA.
Am J Pharm Educ. 2011 Feb 10;75(1):14. doi: 10.5688/ajpe75114.
To incorporate Fink's Taxonomy of Significant Learning into a course and determine whether doing so increased students' knowledge of and interest in healthcare policy.
A healthcare policy course for second-year doctor of pharmacy (PharmD) students was redesigned to incorporate activities reflecting Fink's Taxonomy including completing a required reading, outlining the required reading, presenting the outline to a small group of peers, attending lectures, and completing a final policy project and simulation activity.
The effectiveness of the course was assessed using a pre-post non-randomized control design, with nursing and social work students serving as the control group. Interest and knowledge scores increased significantly among students in the intervention group. Differences between the low-interest students and the rest of the class identified on the precourse tests were not apparent on the postcourse test.
Applying Fink's Taxonomy to course activities increased students' interest in and importance placed on learning health policy.
将芬克的重要学习分类法纳入一门课程，并确定这样做是否能提高学生对医疗保健政策的了解和兴趣。
为第二年药学博士（PharmD）学生重新设计了一门医疗保健政策课程，纳入了反映芬克分类法的活动，包括完成规定阅读、概述规定阅读、向一小群同行展示大纲、参加讲座以及完成最终政策项目和模拟活动。
该课程的效果采用了前后非随机对照设计进行评估，以护理和社会工作学生作为对照组。干预组学生的兴趣和知识得分显著提高。在课前测试中确定的低兴趣学生与其他学生之间的差异在课后测试中并不明显。
将芬克的分类法应用于课程活动增加了学生对学习医疗政策的兴趣和重视程度。
