E-Learning Modules Based on Bloom Taxonomy and the Miller Pyramid for First-Year Indian Medical Students: Randomized...

Area of Science:

• Medical Education
• Digital Learning
• Curriculum Development

Background:

• Competency-based medical education (CBME) in India focuses on early skill development and self-directed learning.
• While e-learning is common, structured e-modules using Bloom taxonomy and Miller pyramid for Indian MBBS students are under-researched.

Purpose of the Study:

• To design, validate, implement, and evaluate CBME-aligned e-modules for foundational medical subjects.
• To compare the effectiveness of these e-modules against traditional teaching methods on learning outcomes.

Main Methods:

• A randomized controlled study involved 690 first-year MBBS students.
• The intervention group used interactive e-modules via Moodle, while the control group received traditional lectures.
• e-Modules were designed using Bloom taxonomy and Miller pyramid, validated by experts, and assessed using Kirkpatrick Levels 1 and 2.

Main Results:

• The intervention group showed significantly higher scores in all cognitive levels (remember, understand, apply, analyze) compared to the control group.
• Psychomotor and affective domain scores were also significantly higher in the e-module group.
• Medium achievers demonstrated the most substantial gains across all learning domains.

Conclusions:

• CBME-aligned e-modules effectively enhance cognitive, psychomotor, and affective learning in medical students.
• These e-modules provide a scalable and adaptable strategy for implementing CBME in various Indian medical education settings.
• The findings highlight the potential of well-designed digital tools to improve medical training quality.