Revisiting Bloom's taxonomy for ethics and other educational domains.
In the process of developing competency-based health services administration education, the Ethics Faculty Forum Co-Chairs from the Association of University Programs in Health Administration (AUPHA) were asked not only to identify their domains and competencies, but also to review six other faculty fora research outcomes. This article was written by the Ethics Faculty Forum Co-Chairs in response to the AUPHA request. Reviewing the work of the original six faculty fora using Bloom's taxonomy, we found that the fora focused mainly on the cognitive objectives and generally did not consider the affective objectives. The intent of this paper is to help those who teach healthcare ethics refine their current courses to include both cognitive and affective objectives. The paper pursues five objectives: 1. review of Bloom's taxonomy as a framework for creating course objectives in both the cognitive and affective domains; 2. present fora research and their domain outcomes; 3. present an overview of healthcare ethics literature; 4. provide a demonstration of healthcare ethics competencies in both the cognitive and affective domains; and 5. present possible directions for healthcare ethics and other educational domain research.
Porter
Russell D
RD
Health and Public Administration Department, Midwestern State University, 3410 Taft Blvd., Wichita Falls, TX 76308, USA. russell.porter@mwsu.edu
Schick
Ida Critelli
IC
D000339:Affect / Q000145:classification; D003071:Cognition / Q000145:classification; D003162:Competency-Based Education / Q000592:standards*; D003479:Curriculum; D004521:Educational Measurement; D004991:Ethics, Institutional / Q000193:education*; D006298:Health Services Administration / Q000941:ethics*; D006801:Humans; D009937:Organizational Objectives; D014481:United States