@article{ref1,
title="Emphasizing bloom's affective domain to reduce pharmacy students' stigmatizing attitudes",
journal="American journal of pharmaceutical education",
year="2017",
author="Muzyk, Andrew J. and Lentz, Katie and Green, Cynthia and Fuller, Steve and May, D. Byron and Roukema, Lorae",
volume="81",
number="2",
pages="e35-e35",
abstract="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. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="0002-9459",
doi="10.5688/ajpe81235",
url="http://dx.doi.org/10.5688/ajpe81235"
}