Drs. Kavya M. Bejjanki, Avinash Pathengay, and Snigdha from LVPEI comment on the efficacy of Bloom’s Taxonomy as an educational assessment tool in ophthalmology training fellowships.
In ophthalmology, the field of medical science related to the eye, mistakes in diagnosis or treatment of eye conditions can delay treatment, raise medical complications, or lead to further deterioration of the patient’s vision. Proper training, in the form of fellowships, is the key to fostering in-depth knowledge and skill in ophthalmologists. But how can we know if the training is producing knowledgeable and skilled ophthalmologists? Assessment then becomes a critical aspect of medical education. Educational assessment tools can help evaluate the learning outcomes and efficacy of medical training programs. Data from such assessments are vital for formulating teaching strategies.
Bloom’s Taxonomy (BT) is a framework for assessing learning outcomes and categorizing educational goals. It breaks down learning objectives into six levels of complexity, helping teachers to structure their lessons and set learning goals. The six levels, represented as a pyramid, allow students to approach a subject from the simplest goal at the bottom (remembering information) to the most complex at the top (creating original work). Would integrating BT into ophthalmology fellowship programs allow for a nuanced assessment of a fellow’s knowledge and skill level? Moreover, will it help ophthalmologists with self-learning?
In a new commentary published in the Indian Journal of Ophthalmology, Dr. Kavya M. Bejjanki and others from LVPEI discussed an internal study that evaluated the effectiveness of BT as an assessment framework in LVPEI’s ophthalmology fellowship program. The goal was to assess fellows at the Standard Chartered‑LVPEI Academy for Eye Care Education across the six levels of the BT pyramid. Most fellows approached lower- and higher-level objectives in their training as intended by the instructors, which showed that the BT framework reflects the desired learning outcomes of the program.
Participating fellows also found BT to be a useful self-evaluation tool. Most fellows (91%) found that BT improved their ability to manage the learning process by setting goals and monitoring progress. This finding holds particular significance as ophthalmologists need to continuously upgrade their skillset, via self-learning, to maintain a high standard of patient care. The framework also highlighted the challenges faced by ophthalmologists in training. Most fellows preferred lower tier skills in the framework, such as ‘recall’ (information) and ‘understanding’ (concepts), but struggled with higher-order skills like ‘creation’ which involved coming up with innovative solutions to problems in clinical practice. Most of them agreed that they would have benefited from BT had they been introduced to it earlier in their medical education. The study highlights the potential for BT in ophthalmic education, potentially helping young doctors plan for their professional development by fostering deeper learning and critical thinking.
Dr Kavya Madhuri, the first author of this note, says, 'This study redefines ophthalmology training by demonstrating that Bloom’s Taxonomy is not just a learning framework but also a powerful assessment tool. By structuring evaluation across cognitive levels, it ensures that assessment is not merely a test of knowledge but an integral part of the learning process. This approach moves beyond measuring retention—it actively shapes Ophthalmologists into critical thinkers who can analyze, adapt, and innovate in patient care.'
Snigdha, who is the Network Associate Director for Education at LVPEI, adds, 'Reflection, especially when guided by Bloom's Taxonomy, is a valuable tool for self-assessment. This process aims not to pinpoint weaknesses, but rather to encourage self-directed learning through Socratic questioning, leading to clearer and more logical understanding. While this commentary focuses on our experience with fellowship participants, the principles are applicable to other trainees, particularly undergraduates. For less experienced learners, supplementing this tool with more detailed assessment rubrics could enhance its effectiveness.
Citation
Bejjanki, K. M., Pathengay, A., & Snigdha, S. (2025). Commentary: Bloom’s Taxonomy as an assessment tool in ophthalmology fellowship. Indian Journal of Ophthalmology. 73(Suppl 1), S175. https://doi.org/10.4103/IJO.IJO_777_24
Photo credit: Sonja Bezjak, et. al., via Wikimedia Commons, CC0
