Table 2.

Student perception on the impact of forensic pharmacy activity on Bloom’s taxonomy educational objectives (n=39)^20,21

Assessment Question The forensic pharmacy activity promoted:	% Strongly agree + agree
evaluation: In other words, the activity created an environment where you gave defensible opinions and, based on given criteria you have judged the project for accuracy, consistency, logic of information or argumentation.	69.5
analysis: In other words, the activity created an environment where you broke the activity into its constituent parts. You organized, clarified, concluded, or made inferences. This process of analysis helped you understand the relationship among the constituent parts to grasp the big picture you were learning. This helped you to be energized and engaged in the project.	80.6
synthesis: In other words, the activity created an environment where you integratedand combined different elements and parts to create a plan or structure that was not seen by you before.	80.6
application: In other words, the activity created an environment where you used and applied previously learned knowledge from the P1 curriculum in new and concrete situations with a minimum direction.	83.8
comprehension: In other words, the activity created an environment where you comprehended information based on prior learning from the P1 curriculum and translated knowledge into your own words.	86.5
knowledge: In other words, the activity created an environment where you remembered or recognized previously learned material from the P1 curriculum.	83.8