Applying Bloom’s Taxonomy to Student Outcomes in a Flipped Classroom Model
Manav Shah, Dasha Musatova, Jeffrey B Bird, Doreen M Olvet, Joanne M Willey · 2026
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Description
Shah and colleagues published a 2026 study on flipped classrooms in medical microbiology teaching. In flipped classes, students study material first and use class time to apply it. The team split exam questions by thinking depth using Bloom's levels. They compared 204 flipped-class students with 200 taught by plain lectures.
Both groups scored alike on basic recall questions in the exams. Flipped students scored clearly higher on application and problem-solving questions. That pattern suggests class time built deeper learning, not more facts. Most students, 88 percent, rated the flipped approach positively overall. The authors tie gains to prework covering basics before class time. Prework used videos and readings prepared by the course directors themselves. The course covered microbiology for second-year medical students specifically.
Catalog record
| CREATOR | Manav Shah, Dasha Musatova, Jeffrey B Bird, Doreen M Olvet, Joanne M Willey |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 13 KB |
| LICENSE | https://creativecommons.org/licenses/by/4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |