Teaching and Learning in Health Professionals

This document explores the process of teaching and learning in health professionals. It discusses the importance of constructive learning supported by Bloom's taxonomy and delves into the cognitive, affective, and psychomotor domains of learning. The document also highlights the benefits of the social learning theory and provides insights on how health professionals can excel through effective teaching and learning.

Running head: TEACHING AND LEARNING IN HEALTH PROFESSIONALS
Teaching and learning in health professionals
Name of the Student
Name of University
Author Note

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Executive summary
Learning helps a person to act more professionally. It is said that education helps in
eradicating illiteracy in a similar manner learning helps in growth of the person from within.
It widens the vision of the person and helps in ethical decision making. Constructive learning
supported by Bloom’s taxonomy helps in better interpretation of the various domains of
learning in professional sphere. All the three domains namely cognitive, affective and
psychomotor domain has been discussed in this paper. After elaborate study it has been
concluded that he social learning theory is the best alternative of learning for any health
professional and it boosts the morale of the learner from all spheres of learning.

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Table of contents
Cognitive domain.......................................................................................................................3
Affective domain........................................................................................................................5
Psychomotor domain..................................................................................................................6
Bibliography...............................................................................................................................9

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The process of learning manifests the level of perfection already in a man and transforms a
man into a professional. It is a never-ending process starting right from birth and continues
throughout one’s life. Domains may vary but the main course of the process of learning
remains intact. Constructive learning includes three main domains including cognitive,
affective and psychomotor (Kong,2015). Learning domains are incomplete without
mentioning the works of Benjamin Bloom popularly known as Bloom’s Taxonomy. But with
time the theory gets a modified version upgraded by Anderson and Krathwohl. Learning
becomes more implacable if it is systematic and clear. The main domains with their
supportive objectives are discussed below.
The main three domains of learning could be subdivided into two main objectives namely
learner centred or subjective and discrete or objective.
Cognitive domain
Cognitive complexity has six major levels namely knowledge, comprehension,
application, analysis, synthesis and evaluation. The higher the level the more complex the
level of mental operation required (Kong,2015). Until and unless the lower level is attained
the higher levels cannot be achieved. A discrete understanding of the cognitive domain
starting from the lower basic level of knowledge to the most complex level of evaluation is
provided.
Knowledge basically is meant for remembering or recalling information that includes
facts, terminology, rules and problem-solving strategies. The action verbs describing learning
outcomes of this domain includes define, describe, name outline, identify, label, recall, recite,
list, match, select and state (Adams,2014). One sample question for health professionals

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include the simple way of asking what pharmaceutical care is all about just the definition of
it.
Comprehension requires some degree of understanding in enhancing the form of
communication, restating it, translating what has been read or heard, interpretation of it
drawing conclusions and drawing informative consequences or inferences. The action verbs
for comprehension includes convert, extend, defend, generalize, infer, discriminate,
paraphrase, distinguish, estimate, predict, summarize and explain (Rosenthal &
Zimmerman,2014). One sample question includes explanation of pharmaceutical care not just
defining it.
Application is formation of a set up for the previously acquired information. The
information gained primarily cannot remain in its own raw form to have a solution for the
same. The information needs to be moulded as per requirements and a structured setting need
to be formed to have the best solution to it. Action verbs for application includes change,
compute, demonstrate, organize, prepare, relate, develop, solve, modify, operate, use and
transfer (Johnson & Bradbury,2015). One question that will help in clear understanding of
application includes- organize the observations noted at a site to demonstrate the value of a
particular thing.
Analysis level includes identification of the logical errors that is pointing out the
contradictions and other erroneous inferences. This level is all about differentiating among
facts, assumptions, opinions, hypotheses and conclusion (Woollard & Pritchard,2013).
Relationship building stage is the analysis stage. Cross bridge helps in easy conclusion.
Action verbs frequently used in this stage includes infer, outline, deduce, point out, relate,
sub divide, illustrate, differentiate and many such. Sample question includes-deduce the
beliefs of a client about the preventive health actions.

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Synthesis level is the level of production of something original that is unique. Here
one is expected to solve the unfamiliar problems in the most unexpected and unique manner
(Johnson & Bradbury,2015). This will find out the actual calibre of the person. Not only
unique solution development but combing various given information to draw some novel
solution is also appreciated. The action verbs include categorize, compile, compose, predict,
produce, create, design and devise (Davey, 2018). Sample question include-integrate data
from given different sources of service site.
The most complex level of cognitive complexity is the evaluation stage. Formation of
judgements, decision making about method valuation, ideas, products and people. The final
Conclusion reached needs to be judged based on external criteria and set up principles.
Action verbs include appraise, compare, criticize, support, justify, validate and defend
(Moon,2013). Sample question includes-evaluate the worth or quality of a value as applied to
the world of pharmacy.
Affective domain
The higher level of complexity is geared up by the mastery of the lower levels. The
higher the level of complexity the more involved, self-reliant and more committed one
becomes. Lower levels are linked to external motivating factors while the higher levels are
more connected with internal motivational support. Lower level starts from receiving and
gradually leads to the higher level of characterization.
Receiving simply means responding to the external stimuli. Listening and paying
attention are the main points that need to be considered in this phase (Taylor,2017). The main
action verbs include, listen, look, attend, control, share, here etc.
The stage of responding includes the requirement in complying with the given
expectations in a certain way or a pre-devised stimulus. One is to obey and respond willingly

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when directed to do so. The action words include comply, discuss, play, practice, follow,
obey etc.
The stage of valuing is all about displaying a higher degree of conviction and
certainty. No external force is applied in displaying one’s behavioural consent but the internal
belief in oneself help in firm decision making (Akers,2017). The action words comprise of
act, convince, argue, express, prefer, display and many such.
Organization is another name of commitment to a set of values. This level involves
two main aspects, first, reason for one to respect certain things and not the others and second
making choices among things that are to be valued and the things that are not to be valued.
The preference list is organized here and accordingly the dominant hierarchy is set up. The
action words include balance, formulate, select, decide, define, compare and theorize.
The level of characterization is all about the synchronization of one’s displayed
behaviour with one’s value system (Crisp & Chen, 2014). Value system never allows a
person to go out of the box and act. The inbuild values are a reflection of their philosophy of
life and the dignity of their life is reflected in their characterization. The action words
frequently used are avoid, display, manage, require, resist, resolve and revise.
Psychomotor domain
This domain is primarily used for information purposes. The action performances are
neuromuscular in nature and certain level of physical dexterity is required. The levels include
imitation, manipulation, precision, articulation, and naturalization (Levett & Lapkin,2014).
Imitation as the word suggests is the stage of observing an action and then imitating
the same. The behavioural patterns may be imperfect, impromptu and crude at times. Exact
imitation may not follow at times. The action verbs describing learning outcomes include
align, balance, follow, repeat, hold, grasp etc.

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The stage of manipulation is performing an action with written or verbal direction but
without any visual or direct observation. The action verbs are same as imitation stage but
action performed are either written or oral.
Precision stage is the specific action zone. Not all action performances but some
specific ones irrespective of written or oral ones are part of this stage. Error minimization
with action control is the main significance of this stage. action verbs include accurately,
independently, with balance and with control (McLaughlin & Mumper,2014).
Articulation stage is the stage where a series of related acts are performed in proper
coordination and accuracy. Timing and speed matter the most in this stage. The action verbs
include harmony, confidence, coordination, timing, integration, stability, speed and
proportion.
The last but not the least the stage of naturalization. The highest level of proficiency is
required here. Energy expenditure is the least with the behavioural performances. The action
becomes a routine work and happens in the most spontaneous and automatic manner. Action
words include automatically, effortlessly, spontaneously, with perfection, with poise
routinely and naturally.
Social learning theory the combination of cognitive theory and behavioural learning
theory is the most influential form of learning and is the root that clearly explains the
influence of nature vs nurture on the human behaviour and their personality development
(Cook,, Hamstra & Hatala,2013). Combination of the two theories broadly divides learning
requirements in four major divisions observation(environmental), retention(cognitive),
reproduction(cognitive) and motivation (both).
Thus, to conclude it can be stated that the best way to organize the level of expertise is
by using the Bloom’s taxonomy of educational objectives. It uses a multi tired scale to

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express expertise and various outcome levels. This in turn helps in finding the best solution
for any professional to excel in their own genres and will help in checking resource misuse to
a great extent. Social learning theory is the best amalgamation of the three domains of
knowledge and provides the most fruitful results in the process of teaching and learning in
any field of study including health professionals as well.

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Bibliography
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Akers, R. (2017). Social learning and social structure: A general theory of crime and
deviance. Routledge.
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and meta-analysis. Academic medicine, 88(8), 1178-1186.
Crisp, N., & Chen, L. (2014). Global supply of health professionals. New England Journal of
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promotion of healthy relationships: Asset or liability?. Journal of Family Theory &
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Kong, S. C. (2014). Developing information literacy and critical thinking skills through
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Levett-Jones, T., & Lapkin, S. (2014). A systematic review of the effectiveness of simulation
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