Bloom’s Revised Taxonomy: An Approach to the Content Analysis of the ESP Medical and Paramedical Textbooks

Abstract

Objective: This research aimed to conduct a content analysis of medical and paramedical textbooks at Shiraz University of Medical Sciences, focusing on Bloom's Revised Taxonomy (2001). The study sought to determine which taxonomy levels are more prominent in both types of textbooks and whether there are any differences between the two disciplines regarding thinking skills and knowledge levels. Method: The textbooks were coded using a coding scheme for which the reliability was assessed through intra-coder reliability. After data analysis, we calculated the frequencies and percentages of different thinking levels and knowledge. Results: The findings revealed that medical textbooks emphasize lower levels of thinking and knowledge although there is some variation in the learning objectives of the taxonomy. On the other hand, paramedical textbooks prioritize higher knowledge and thinking, albeit with less diversity. The Chi-Square test confirmed a statistically significant difference between the types of exercises in the two groups of textbooks. Discussion: Medical textbooks exhibited a broader coverage but less depth in terms of thinking skills and knowledge, while paramedical textbooks demonstrated the opposite pattern. Finally: the study provides implications for teachers and material developers to consider.