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Updated: Jun 3, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
A health policy course based on Fink's Taxonomy of Significant Learning
Kem P Krueger1, Mark A Russell, Jason Bischoff
1University of Wyoming School of Pharmacy, 1000 E. University Avenue, Laramie, WY 82071, USA. kpkrueger@uwyo.edu
Objective:
To incorporate Fink's Taxonomy of Significant Learning into a course and determine whether doing so increased students' knowledge of and interest in healthcare policy.
Design:
A healthcare policy course for second-year doctor of pharmacy (PharmD) students was redesigned to incorporate activities reflecting Fink's Taxonomy including completing a required reading, outlining the required reading, presenting the outline to a small group of peers, attending lectures, and completing a final policy project and simulation activity.
Assessment:
The effectiveness of the course was assessed using a pre-post non-randomized control design, with nursing and social work students serving as the control group. Interest and knowledge scores increased significantly among students in the intervention group. Differences between the low-interest students and the rest of the class identified on the precourse tests were not apparent on the postcourse test.
Implications:
Applying Fink's Taxonomy to course activities increased students' interest in and importance placed on learning health policy.
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