Group-based Asynchronous E-learning Incorporating Revised Bloom’s Taxonomy: An Innovative Approach

Abstract

Introduction: Faculty development programs like Foundation for Adavancement of International Medical Education and Research (FAIMER) have integral mentoring learning web sessions, a type of group based asynchronous e-learning. The e-learning sessions, mostly involving cognitive domain, should not only stimulate the senses but also bring out the best from participants. The Revised Bloom’s Taxonomy (RBT) involving cognitive domain was therefore selected to conduct the mentoring learning web session. Aim: To explore the dimensions of Early Clinical Exposure (ECE) in an innovative manner incorporating RBT in an e-learning activity. Materials and Methods: It was a qualitative study with 16 participants from 2014 batch and 16 participants from 2015 batch of GSMC FAIMER. The topic was ECE for the whole month (continuous) divided into four weeks and objectives for the week were as per the verbs mentioned in RBT. Week one objectives incorporated the verbs “remember and understand”; week two “apply and analyse”, week three incorporated the verbs “analyse and evaluate”; and week four’s verb was “create”. Week four activity also had a section on feedback divided into themes like input, process and output. The topic of ECE was discussed comprehensively during the month. The data gathered was analysed according to the number of responses for the week and the excerpts of the week. Results: There were 49, 34, 41 and 46 responses in week one, week two, week three and week four respectively. The excerpts from the feedback incorporating the themes of input, process and output had an affirmative dimension, stressing the need for such innovative methods to conduct the e-learning sessions. Conclusion: The learning journey of ‘ECE’ through this innovative method of using RBT was appreciated and the participants endorsed that conduction of e-learning sessions incorporating this method helped them to engage in discussion and elucidated their concepts.

Keywords

• analyse
• early clinical exposure
• faculty development program