Bloom’s taxonomy of cognitive learning objectives
Open accessAbstract
Information professionals who train or instruct others can use Bloom's taxonomy to write learning objectives that describe the skills and abilities that they desire their learners to master and demonstrate. Bloom's taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that require higher levels of cognitive skills and, therefore, lead to deeper learning and transfer of knowledge and skills to a greater variety of tasks and contexts.
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Formative feedback plays a central role in helping learners move beyond basic recall toward higher-order competencies, including analysis, synthesis, and clinical reasoning.
“In the context of cognitive learning taxonomies such as Bloom's Taxonomy, formative feedback plays a central role in helping learners move beyond basic recall toward higher-order competencies, including analysis, synthesis, and clinical reasoning [11].”
From Enhancing Psychiatry Training Using an Agentic AI Simulated Consultation Tool: Prospective Cohort Study (2026) · cites this paper as [11]
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(2001) · Cited by 13,930 · see citing works
Légaré, F., Freitas, A., Thompson‐Leduc, P., Borduas, F., Luconi, F., Boucher, A., Witteman, H. O., & Jacques, A. (2014) · Academic Medicine · doi:10.1097/acm.0000000000000543 · Cited by 96 · see citing works
A survey study of evidence-based medicine training in US and Canadian medical schools
Blanco, M. A., Capello, C. F., Dorsch, J. L., Perry, G., & Zanetti, M. L. (2014) · Journal of the Medical Library Association JMLA · doi:10.3163/1536-5050.102.3.005 · Cited by 94 · see citing works
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Mallen, A., Asai, A., Zhong, V., Das, R., Khashabi, D., & Hajishirzi, H. (2023) · Proceedings of the 61st Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers) · doi:10.18653/v1/2023.acl-long.546 · Cited by 340 · see citing works
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- Authors
- Adams, N. E.
- Corresponding author
- Adams, Nancy E
- ORCID
- Adams, Nancy E
- Venue
- Journal of the Medical Library Association : JMLA
- Published
- 2015-07
- Volume
- 103
- Issue
- 3
- Pages
- 152-153
- ISSN
- 1536-5050 (ISSN-L)
- 1558-9439
- PMC
- PMC4511057
- OpenAlex
- W2397288399
- Cited by
- 1,030
- References
- 3
- Citations by year
- 2026: 123 · 2025: 126 · 2024: 141 · 2023: 130 · 2022: 125 · 2021: 117 · 2020: 113 · 2019: 69 · 2018: 34 · 2017: 34 · 2016: 18
- FWCI
- 142.90
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Journal of the Medical Library Association JMLA (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- ScholarSphere (Penn State Libraries) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Keywords
- Bloom's taxonomy, learning objectives, cognitive skills, information professionals, instructional design, knowledge transfer, higher-order thinking skills
- MeSH terms
- Classification, Cognition, Humans, Learning, Teaching, Observer Variation, Models, Educational
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