Applying Bloom's Taxonomy to Student Outcomes in a Flipped Classroom Model.

This study compared medical student learning across Bloom's cognitive levels when content was taught using a traditional lecture or a flipped classroom model. Open-ended examination questions classified as foundational, application, or problem-solving were compared between second-year medical students who experienced a flipped classroom model in a microbiology course (2022 and 2023, N = 204) to those in a traditional lecture format (2020 and 2021, N = 200). There was no significant difference in scores for foundational questions, but significantly higher scores on application and problem-solving questions, suggesting the flipped classroom enhanced students' depth of learning. Most students (88%) viewed the flipped classrom approach positively.