The study provides a complex and multidimensional analysis of Bloom’s taxonomy as a methodology. Beginning with an analogy-based explanation of the goals the model serves to accomplish, it proceeds to a diachronic perspective, simply stated, describing how the taxonomy has changed throughout its history. Synchronically, the author examines the dissimilarities between the three domains that form the framework with an especially close focus on the cognitive. Notably, she examines each of its six levels separately, from the least to the most complex, and insists on referring to that paradigm when setting learning objectives. According to her, this is reasonable because the cognitive domain of Bloom’s taxonomy offers quite an adequate scheme of how the process of education occurs in practice. Finally, she applies that scheme to organizations, proclaiming that they could benefit from adjusting the sophistication levels of in-house training to the desirable competence of employees. This exemplifies comprehension, the level at which understanding and displaying happen.
Notwithstanding its brevity, the article is quite informative, apparently due to its clear structure and the fact that it involves exclusively topical information. Furthermore, it is written in plain language and, therefore, commonly perceivable; seeking to address a broad audience is apparent. The accompanying visual materials add to the demonstrativeness as well, making the writing a discoverable and practically applicable manual on how to organize education in the most physiologically appropriate manner.
Regarding the author, she has a remarkable academic career in the sphere of professional education. She collaborated on at least 15 publications that study various aspects of learning, mostly but not exclusively in medicine. The Journal of the Medical Library Association is the open-access, peer-reviewed scholarly forum via which the society communicates medical knowledge to the population. Its mission lies in forming and advancing the global health-related informational base, which determines high requirements for the quality of the publications. The library that provided the article is Jerry Falwell (JFL).
Reference
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152–153. Web.