Rosenberger Kyle, Skinner Daniel, Monk Jody
J Am Osteopath Assoc. 2017 Aug 1;117(8):529-536. doi: 10.7556/jaoa.2017.103.
Bloom's Taxonomy is a widely accepted tool for analyzing learning objectives, creating assessment materials, and ensuring that students move progressively through various levels of knowledge and cognition. Competency-based osteopathic medical education has, to the authors' knowledge, yet to be subjected to systematic bloomian analysis.
To advance a bloomian analysis of competencies published by the American Association of Colleges of Osteopathic Medicine (AACOM) and draw consequences of that analysis for undergraduate osteopathic medical education.
Content analysis of the verbs and contexts used in the AACOM competencies was conducted, followed by categorization by the various cognitive and knowledge dimensions as specified by the Revised Bloom's Taxonomy.
The majority of AACOM competencies gravitate toward the taxonomy's apply and procedural cognitive and knowledge dimensions, respectively. In addition, 58% of the top 10 most-used verbs in the document were identified to be in the apply cognitive dimension. An analysis of the competencies revealed that 69% can be categorized under the procedural knowledge dimension. Of 657 code co-occurances, 45% were from the apply cognitive and procedural knowledge dimensions. These figures suggest a skewing toward application-based cognitive and procedural-based knowledge over other types of cognitive and knowledge dimensions.
Bloom's Taxonomy offers a useful framework for understanding how competency-based osteopathic medical education is organized. Such analysis underscores the importance of attending to the language and construction of competencies to better understand how the language of competencies shapes pedagogic practices and begin a broader conversation about the appropriate use and distribution of lower- and higher-order cognitive processes within competency-based osteopathic medical education.
布鲁姆教育目标分类法是一种被广泛接受的工具，用于分析学习目标、创建评估材料，并确保学生逐步通过不同层次的知识和认知水平。据作者所知，基于胜任力的整骨医学教育尚未接受系统的布鲁姆式分析。
对美国整骨医学院协会（AACOM）发布的胜任力进行布鲁姆式分析，并得出该分析对本科整骨医学教育的影响。
对AACOM胜任力中使用的动词和上下文进行内容分析，然后按照修订后的布鲁姆教育目标分类法规定的各种认知和知识维度进行分类。
AACOM的大多数胜任力分别倾向于分类法中的应用以及程序性认知和知识维度。此外，该文件中使用频率最高的前10个动词中有58%被确定属于应用认知维度。对胜任力的分析表明，69%可归类于程序性知识维度。在657个代码共现中，45%来自应用认知和程序性知识维度。这些数据表明，相较于其他类型的认知和知识维度，基于应用的认知和基于程序的知识存在偏差。
布鲁姆教育目标分类法为理解基于胜任力的整骨医学教育的组织方式提供了一个有用的框架。这样的分析强调了关注胜任力的语言和构建的重要性，以便更好地理解胜任力语言如何塑造教学实践，并开启关于在基于胜任力的整骨医学教育中适当使用和分配低阶和高阶认知过程的更广泛讨论。
