EP. 7, Affective Domain in Paramedic Education

This week we have the great opportunity to speak with the Chair of the SMCC paramedic program, Eric Wellman.

Today we are talking about the Affective Domain. Which is only helpful if you understand the context right? Bloom's taxonomy is a theory on how to create a better learning environment and more involved students.

The Three Domains of Learning:

  • Cognitive: mental skills (knowledge)

  • Affective: growth in feelings or emotional areas (attitude or self)

  • Psychomotor: manual or physical skills (skills)


Today we are focusing on the affective domain. As we mentioned, This has been introduced into the National Standard Curriculum. 

“Affective - Students must demonstrate professionalism, conscientiousness and interest in learning. The affective evaluation instruments contained within this curriculum were developed using a valid process and their use is strongly recommended. Just as with cognitive material, the program cannot hold a student responsible for professional behaviors that were not clearly taught. The professional attributes evaluated using this instrument references the material in the Roles and Responsibilities of the Paramedic section of the curriculum. The instruments can be incorporated into all four components of the program: didactic, practical laboratory, clinical and field internship. Students who fail to do so should be counseled while the course is in progress in order to provide them the opportunity to develop and exhibit the proper attitude expected of a paramedic. " (Director, n.d., p. 26)


“Using the results of cognitive scores has not guaranteed that students will succeed in a particular academic program. Therefore, finding a method to assess affective domains in potential applicants has been recognized as an important consideration. " (Lyman, 2014, p. 70

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Lyman, K. J. (2014). The Relationship of Affective Domains and Cognitive Performance in Paramedic Students. University of South Florida. Retrieved from


Blooms rose