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<p>This study compared medical student learning across Bloom’s cognitive levels when content was taught using a traditional lecture or a flipped classroom model. Open-ended examination questions classified as foundational, application, or problem-solving were compared between second-year medical students who experienced a flipped classroom model in a microbiology course (2022 and 2023, <i>N</i> = 204) to those in a traditional lecture format (2020 and 2021, <i>N</i> = 200). There was no significant difference in scores for foundational questions, but significantly higher scores on application and problem-solving questions, suggesting the flipped classroom enhanced students’ depth of learning. Most students (88%) viewed the flipped classrom approach positively.</p>

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Applying Bloom’s Taxonomy to Student Outcomes in a Flipped Classroom Model

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月30日

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  • Manav Shah,
  • Dasha Musatova,
  • Jeffrey B. Bird,
  • Doreen M. Olvet,
  • Joanne M. Willey

摘要

This study compared medical student learning across Bloom’s cognitive levels when content was taught using a traditional lecture or a flipped classroom model. Open-ended examination questions classified as foundational, application, or problem-solving were compared between second-year medical students who experienced a flipped classroom model in a microbiology course (2022 and 2023, N = 204) to those in a traditional lecture format (2020 and 2021, N = 200). There was no significant difference in scores for foundational questions, but significantly higher scores on application and problem-solving questions, suggesting the flipped classroom enhanced students’ depth of learning. Most students (88%) viewed the flipped classrom approach positively.