Figure 2. The relationship between the three domains of Bloom’s
Taxonomy and the three phases of the curriculum design
Integration
Act-as-therapist
Cognitive domain
Psychomotor
domain
Affective domain
Learning to differentiate
among many choices in
a variety of practice
settings
Refining and adapting
skilled performance in a
variety of practice
settings
Consistently acting on
professional values and
attitudes across a
variety of practice
settings
Using the occupational
therapy process in
novel, problem-specific
situations in a variety of
practice settings
Developing skill through
guided performance in a
variety of practice
settings
Thinking about
professional values and
attitudes that apply
across a variety of
practice settings
Developing the
underpinnings of
professional knowledge
and understanding as it
relates to the complex
interaction of human
beings, occupation, and
the environment
Developing a beginning
level of basic skills in a
variety of practice
settings
Developing awareness
about professional
values and attitudes for
use in a variety of
practice settings
Incorporate thinking
and practice to
generate efficacious
solutions to problems
in a variety of
practice settings
Application
Think-as-therapist
Convert and combine
the products of new
knowledge with the
process of naming and
framing potential
solutions to practice
scenarios
Acquisition
Situate-self-as-therapist
Take in new sets of
interrelated
information,
understand general
structure and function,
and sense the
parameters of possible
problem areas