Knowledge and the Cognitive Domain

Knowledge of normal structure and function of the body,

Knowledge

Knowledge of the molecular, biochemical, and cellular mechanisms that are important in maintaining the body's homeostasis,

Knowledge

Knowledge of causes of maladies and the ways they operate in the body,

Knowledge

Knowledge of altered structure and function,

Knowledge

Understanding of the power of the scientific method in establishing causation of disease and understanding of the efficacy of traditional and nontraditional remedies

Knowledge

Understanding of the need to engage in lifelong learning to stay abreast of relevant scientific advances

Knowledge

Knowledge of theories and principles that govern ethical decision making, and of the major ethical dilemmas in medicine, particularly those that arise at the beginning and end of life and those that arise from the rapid expansion of knowledge of genetics

Altruistic

An understanding of the roles of other health care professionals, and of the need to collaborate with others in caring for individual patients and in promoting the health of defined populations

Altruistic

An understanding of the threats to medical professionalism posed by the conflicts of interests inherent in various financial and organizational arrangements for the practice of medicine

Altruistic

Knowledge of the most frequent clinical, laboratory, roentgenologic, and pathologic manifestations of common maladies

Skilled

The ability to interpret the results of commonly used diagnostic procedures

Skilled

The ability to reason deductively in solving clinical problems

Skilled

The ability to construct appropriate management strategies (both diagnostic and therapeutic) for patients with common conditions, both acute and chronic, including medical, psychiatric, and surgical conditions, and those requiring short- and long- term rehabilitation

Skilled

The ability to recognize patients with immediate life-threatening cardiac, pulmonary, or neurological conditions regardless of etiology, and to institute appropriate initial therapy

Skilled

The ability to recognize and outline an initial course of management for patients with serious conditions requiring critical care

Skilled

Knowledge about relieving pain and ameliorating the suffering of patients.

Skilled

Knowledge of the important nonbiological determinants of poor health and of the economic, psychological, social, and cultural factors that contribute to the development and/or continuation of maladies

Dutiful

Knowledge of the epidemiology of common maladies within a defined population, and the systematic approaches useful in reducing the incidence and prevalence of those maladies

Dutiful

The ability to identify factors that place individuals at risk for disease or injury, to select appropriate tests for detecting patients at risk for specific diseases or in the early stage of disease, and to determine strategies for responding appropriately

Dutiful

Knowledge of various approaches to the organization, financing, and delivery of health care

Dutiful

Basic elements students must know to be acquainted with a discipline or solve problems, such as terms and details of specific elements

Factual knowledge

Interrelationships among the basic elements knowledge within a larger structure that enable them to function together.

Conceptual knowledge

These include classifications and categories, principles, theories, and models How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods, and when to use these methods

Conceptual knowledge

How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods, and when to use these methods

Procedural knowledge

Knowledge of cognition in general as well as awareness and knowledge of one's own cognition; self-knowledge

Meta-cognitive knowledge

Knowledge of definition of “sample” and “population”

Factual knowledge

Knowledge of the different ways of sampling

Conceptual Knowledge

Knowledge of steps in sampling Knowledge of appropriate sampling method to use

Procedural Knowledge

Knowledge of strategies, such as diagramming steps in sampling

Meta-cognitive knowledge

Awareness of problems that will arise when sampling is performed erroneously

Meta-cognitive knowledge

Remember

Retrieve relevant knowledge from long term- memory

Understand

Construct meaning from instructional messages, including oral, written, and graphic communication

Apply

Carry out or use a procedure in a given situation

Analyze

Break the material into constituent parts and determine how parts relate to one another and to an overall structure or purpose

Evaluate

Make judgments based on criteria and standards

Create

Put the elements together to form a coherent or functional whole, reorganize elements into a new pattern or structure

Remember

Commit to memory the definitions of the terms "sample" and "population"

Understand

Compare random and nonrandom sampling

Apply

Given a research problem and target population, select the most appropriate sampling method

Evaluate

Critique a given sampling method used in a given protocol

Create

Design an appropriate sampling procedure for a given research proposal

Analyze

Attribute weaknesses in conclusions made to an error in sampling

Teaching factual knowledge

Even if this is the lowest level in the knowledge dimension, this should not be ignored since students should be familiar with terms and symbols before they can ever hope to grasp the more complex concepts and procedures

Teaching factual knowledge

Defining in lectures or handouts

Teaching factual knowledge

asking students to do so at the beginning of the session

Teaching factual knowledge

assigning them before class are ways to teach facts.

Highlight the concept label

Gaining attention

Gaining attention

Introduce novel or paradoxical events, interject personal or emotional elements, unusual pictures or interesting stories

Gaining attention

Link to other tasks

Informing the learner of the objective

Establish relevant objectives. This may be delayed in the inquiry approach.

Stimulating recall of prerequisites

Use advance organizers, metaphors, and reviews of previously learned concepts, pretests, or informal questioning

Stimulating recall of prerequisites

Review concepts about the critical attributes of the concept

Organization

cluster or chunking concepts together, concept mapping

Elaboration

explaining

Presenting the `stimulus` material

Exposure to the best example or definition, presentation of matched examples and nonexamples

Presenting the `stimulus` material

Focusing on the most important features

Providing learning guidance

Employ learning strategies by introducing mnemonic techniques

Providing learning guidance

Generate concept maps

Eliciting performance

Rehearse and practice by providing time for recall and recognition of what has been taught, space practices

Eliciting performance

Identify best examples, explain categories, generate examples

Providing feedback

Evaluate correctness of labels, facts, understanding, examples

Assessing the performance

Ensure that learning needs and objectives have been achieved

Assessing the performance

Test ability to identify attributes in examples and point their absence in nonexamples

Assessing the performance

Test range of common and nonrelevant attributes

Enhancing retention and transfer

Increase the number of connections in learner's mental map

Enhancing retention and transfer

Restate main attributes

Enhancing retention and transfer

Provide further examples

Enhancing retention and transfer

Show how this is helpful in the future

Knowledgable

Altruistic

Dutiful

Skilled

General terminal competencies that can be applied to other health professionals

Altruism

Knowledge of principles and ethics is a prerequisite of ??

Skillful

Ability to develop management strategies is a prerequisite of ??

Dutiful

Ability to identify factors placing individuals at risk is a prerequisite of ??

Dentists

Closest to the general cognitive competencies are the competencies of ??

Nurses

Expected to know structure and function or organs and organ systems, causes and management

Assessment

Diagnosis

Planning

Intervention

Evaluation

Nursing process that is not taught to medical students

Process Dimension

Answers the question, “How to students think?”

Evaluation

Highest level in Bloom’s 1956 taxonomy

Create

Highest level of the cognitive process in the revised Bloom’s taxonomy

Create

Corresponds to synthesis

Cognitive Domain

Consisting both knowledge and process dimension

Factual

Requires recall based on lecture

Proceudral

Needs good understanding so objectives of explaining can be met

Remember

Students are expected to recall from rote memory

Cognitive process and knowledge dimension

Major parts of the objectives

Reigelruth and Miller 1983

3 aspects of instructional strategies are organizational, delivery, and management strategies

Organizational Strategies

Include scope and sequence of content and planned manner of presentation

Delivery Strategies

Instructional media and grouping of learners

Management strategies

Allocation of appropriate time and resources to their instruction

Content

Can be organized in concept maps

Instructional Strategy

Next concern after content

Supplanative and Generative

2 main strategies as per Smith and Ragan (1999)

Supplanative

Events of instruction are mostly provided by the instructor

Generative

Students are encouraged to construct their own meanings from instruction

Supplanative

Suggested to gear towards if students has low prior knowledge, high anxiety, and well-define tasks

Generative

For students with couples and ill-structured tasks, low anxiety, and high prior knowledge

Teaching knowledge

Depends on level that students should reach at the end of the instruction

Interest is maintained

When lecturers can readily recall and share what they know

Prerequisites

Guarantees that they are ready to learn a new topic

Stimulus material

Activities in store for learner

Learning guidance

May take the form of questions, cueing, prompting, explanations, etc.