Orgill Britlyn D., Nolin James
Massachusetts General Hospital, Harvard Medical School
Alabama College of Osteopathic Medicine
Benjamin Bloom and colleagues published the in 1956, the foundation for educational objectives and learning goals. Bloom's taxonomy created a common language such that learning materials could be compared between institutions and provided a way to assess what a curriculum offered within the learning domain. Based on this work, the 3 learning domains are cognitive, affective, and psychomotor. See Bloom's Taxonomy. Bloom's taxonomy is specific to the cognitive domain and presents a hierarchical structure with 6 levels of learning: : 1. Knowledge (lowest level). 2. Comprehension. 3. Application. 4. Analysis. 5. Synthesis. 6. Evaluation (highest level). Bloom's taxonomy was revised in 2001 by Lorin Anderson and David Krathwohl (one of the authors of the original taxonomy). Regarding this revision, Krathwohl commented on how Bloom's taxonomy went from a unidimensional ladder of cognitive processes to a 2-dimensional structure of mental processes and types of knowledge. The knowledge dimension consisted of factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge subtypes. The dimension of cognitive processes resembled the original taxonomy, with 6 levels, but the names were changed from nouns to verbs: 1. Remember. 2. Understand. 3. Apply. 4. Analyze. 5. Evaluate. 6. Create . Since Bloom's taxonomy was developed, additional taxonomies have been created for the cognitive, affective, and psychomotor domains. New taxonomies will continue to be designed to fit broader educational needs. One example of another taxonomy is Fink's , which also consists of 6 parts: 1. Learning how to learn. 2. Foundational knowledge. 3. Application. 4. Integration. 5. Human dimension. 6. Caring . These taxonomies can help guide the creation of curriculum learning objectives and reveal what a curriculum might be lacking. In medical education, learning objectives often focus on knowledge more than the other domains. The medical simulation field comprises various educational tools and approaches that can reach learning objectives across all 3 academic domains.
本杰明·布鲁姆及其同事于1956年发表了相关著作，这是教育目标和学习目标的基础。布鲁姆分类法创造了一种通用语言，使得不同机构之间能够比较学习材料，并提供了一种评估课程在学习领域所涵盖内容的方法。基于这项工作，三个学习领域分别是认知领域、情感领域和动作技能领域。见布鲁姆分类法。布鲁姆分类法专门针对认知领域，呈现出一个具有六个学习层次的层级结构：1. 知识（最低层次）。2. 理解。3. 应用。4. 分析。5. 综合。6. 评价（最高层次）。布鲁姆分类法在2001年由洛林·安德森和大卫·克拉斯沃尔（原始分类法的作者之一）进行了修订。关于这次修订，克拉斯沃尔评论了布鲁姆分类法是如何从一个认知过程的一维阶梯转变为一个心理过程和知识类型的二维结构的。知识维度由事实性知识、概念性知识、程序性知识和元认知知识子类型组成。认知过程维度与原始分类法类似，有六个层次，但名称从名词改为了动词：1. 记忆。2. 理解。3. 应用。4. 分析。5. 评价。6. 创造。自从布鲁姆分类法被提出以来，针对认知、情感和动作技能领域又创建了其他分类法。新的分类法将继续被设计以满足更广泛的教育需求。另一种分类法的一个例子是芬克的分类法，它也由六个部分组成：1. 学习如何学习。2. 基础知识。3. 应用。4. 整合。5. 人文维度。6. 关怀。这些分类法有助于指导课程学习目标的制定，并揭示课程可能存在的不足。在医学教育中，学习目标通常比其他领域更侧重于知识。医学模拟领域包含各种教育工具和方法，能够实现所有三个学术领域的学习目标。
