The Use of SOLO Taxonomy in Medical Education Training for Medical Teachers

Permphan Dharmasaroja

doi:10.33165/rmj.2023.46.2.262412

Authors

Permphan Dharmasaroja Chakri Naruebodindra Medical Institute, Faculty of Medicine Ramathibodi Hospital, Mahidol University, Samut Prakan, Thailand

DOI:

https://doi.org/10.33165/rmj.2023.46.2.262412

Keywords:

SOLO taxonomy, Medical teacher, Medical education, Faculty development

Abstract

Medical teachers need training in medical education to improve their teaching skills, keep up with modern teaching methods, and promote student-centered learning. Multiple methods exist for training medical teachers in the area of medical education. The SOLO (Structure of the Observed Learning Outcome) taxonomy can be included in training medical teachers. The SOLO taxonomy has five levels, which is used as a framework for assessing depth of understanding and the complexity of a learner’s response to a question. Here, the author constructed two questions in the field of medical education and provided examples of answers related to each level of understanding in the SOLO taxonomy. A medical educator can employ the SOLO taxonomy to conduct a qualitative analysis of the level of understanding of medical teachers and can use this understanding to design training activities that promote higher levels of thinking and understanding. Additionally, the SOLO taxonomy can be used to improve the effectiveness of training strategies, as well as to provide targeted feedback to medical teachers.

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