Emphasizing Bloom's affective domain to reduce pharmacy students' stigmatizing attitudes
Date of Publication
Objective. To create a learning environment using Bloom’s affective domain as a framework that would reduce third-year pharmacy students’ stigmatizing attitudes toward patients with mental illness.
Design. Prior to the start of the module, students were asked to complete the 27-question Attribution Questionnaire Short Form (AQ-27). The teaching approach and in-class activities were designed to allow students’ to experience the major categories within Bloom’s affective domain. The module used patient cases, interactive-learning activities, and reflective discussions to augment pharmacological and therapeutic knowledge with a humanistic understanding of mental illness. Students were asked to retake the AQ-27 after completing the module.
Assessment. Paired responses on the AQ-27 were reported for 74 of 104 students, which represents a response rate of 71.2%. Students’ scores changed significantly on nine of the 27 questions. Students’ attitudes pre- to post-module revealed a significant increase in the help construct, while there was a significant decrease in the dangerousness and fear constructs.
Conclusion. Designing and implementing a course along the continuum of Bloom’s affective domain resulted in appropriate changes in students’ attitudes toward patients with mental illness.
Muzyk, A. J.; Lentz, K.; Green, C.; Fuller, S. H.; May, B. D.; and Roukema, L., "Emphasizing Bloom's affective domain to reduce pharmacy students' stigmatizing attitudes" (2017). Pharmacy Practice. 171.