TY  - JOUR
PY  - 2017//
TI  - Emphasizing bloom's affective domain to reduce pharmacy students' stigmatizing attitudes
JO  - American journal of pharmaceutical education
A1  - Muzyk, Andrew J.
A1  - Lentz, Katie
A1  - Green, Cynthia
A1  - Fuller, Steve
A1  - May, D. Byron
A1  - Roukema, Lorae
SP  - e35
EP  - e35
VL  - 81
IS  - 2
N2  - 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>
LA  - en
SN  - 0002-9459
UR  - http://dx.doi.org/10.5688/ajpe81235
ID  - ref1
ER  -