Demonstrating critical evaluation skills using Bloom's taxonomy

Abstract

Developing critical evaluation skills is regarded by many health-care professionals as being of primary importance. However, many educators seem to have only a vague understanding of what critical evaluation is and how it can be taught. Consequently, students have a limited ability to critically evaluate and often misinterpret assessment questions. This article aims to address this problem by defining and describing critical evaluation using Bloom's taxonomy of the cognitive domain. It then provides a useful example of an appropriate response at each level of the taxonomy to a question on coronary heart disease. Students can use this example as a guide to help them understand what is required from examination papers.