Using Fink’s Taxonomy of Significant Learning to Evaluate Student-Reported Learning in a Longitudinal Case-Based Series

Objective To evaluate student-reported outcomes in a longitudinal case-based series using Fink's Taxonomy of Significant Learning. Methods Fink's Taxonomy was chosen to evaluate student-reported outcomes due to its inclusion of outcomes in cognitive, affective, relational, and metacognitive domains. Synthesis, a longitudinal case-based learning experience, took place over a series of seven weeks spread across the second and third didactic years of a PharmD program. Synthesis was designed to achieve three goals: promote professional identity formation, give student pharmacists repeated practice applying the Pharmacists' Patient Care Process to complex patient cases, and to promote self-awareness and professional growth. After the conclusion of the Synthesis series, student reflections on the series were collected. Responses to the question "What have you learned as a result of Synthesis, and how do you think it will affect your future as a pharmacist?" were coded. Codes were mapped to Fink's Taxonomy of Significant Learning (ie, Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn). Results Reflective surveys were completed by 168 students, and a random sample of 84 responses were coded. Codes aligned with all categories of Fink's Taxonomy of Significant Learning and Synthesis goals. Reflections suggest that student-reported outcomes were consistent with Synthesis' goals, and may have influenced professional identity formation. Conclusion S tudent-reported outcomes aligned with all of Fink's categories. Fink's Taxonomy could be a valuable lens through which others could evaluate students' reflections on learning in cognitive, affective, relational, and metacognitive domains.