Enhancing Critical Thinking in Paramedic Continuing Education

1996 ◽  
Vol 11 (4) ◽  
pp. 246-253
Author(s):  
Alice L. Dalton

AbstractCritical thinking has become a buzzword, especially in medical education. The challenge is first to determine what skills compose critical thinking and what teaching techniques promote critical-thinking skills, and then to determine how to apply these techniques effectively and efficiently to a given population in the classroom.This article begins with a working definition of critical thinking and explores the parameters and skills implied or stated in the definition. Then a teaching environment constructed around a model of critical thinking and characteristics of the audience is described. A specific teaching method, suggested by research and designed to exercise critical-thinking skills, is then applied to a specific patient problem in a continuing education class. Preliminary outcomes are presented.The purpose of this article is to propose a productive and efficient educational method for promoting and enhancing critical-thinking skills appropriate for paramedic-level continuing education.

2021 ◽  
Vol 17 (3) ◽  
pp. 60
Author(s):  
Sami Salameh Almasarweh ◽  
Mohammad Khudairat

The current study explores the effects of applying the Problem-Based Learning (PBL) Strategy on the 11th-grade scientific stream Jordanian students' acquisition of the concepts of developing their critical thinking skills. This study's significance lies in its emphasis on the worldwide growing tendency to apply PBL teaching strategies that consider developing the students' mental capabilities and creative thinking skills and, consequently, help them solve status-de- facto educational problems face and solve problems in their lives. The researchers used the experimental method in their study, which is based on studying the relationship between the independent and the dependent variables. For this reason, three study student groups, equal in their age, intelligence, academic achievement, social and economic standing, were selected. Two experimental groups were exposed to the independent variable (PBL) method, whereas the third control group was not exposed to the independent variable. Instead, it was taught in the Motion Unit in Physics by using the traditional teaching method. The results of the study were analyzed statistically, applying for the SPSS program. The Arithmetic Mean, the Standard Deviation, the Torsional Modulus, and the T-Test were used for the study analysis. The study results revealed that the two (PBL) experimental groups have proved to be much more superior to the control group's third traditional teaching method.


Author(s):  
Joel Ivan Gonzalez Cedillo ◽  

This article analyzes the relation between ignorance and extremism, and the proposed process, which transforms the ignorance into hate speech the elite uses to achieve their political goals. This type of analysis continues to become more urgent as fascism and ethnonationalism gain popularity in Western societies and in their politics. The article analyzes the definitions of ideology and ideological consistency presented by several academics to understand how extremist ideologies manage to get individuals engaged, and to propose a definition of ideology and extremism. The analysis of manifestos written by two American white supremacist terrorists, who in 2019 murdered twenty-three people in the US are included to demonstrate the relation between the lack of legislation for protecting freedom of speech, ignorance, and the commission of violent deadly attacks on innocents. The conclusion exposes the necessity of legislation that protects freedom of speech and a healthy social coexistence, as well as education and critical thinking skills to avoid the emergence of Euro-American white supremacist extremism. This theoretical and documental research might be used by academics working on ideology and political extremism in Western countries, as well as by policymakers trying to understand the phenomenon of white supremacist extremism.


Author(s):  
Michael Robert Hepner

A quick look at virtually any list of college-level learning outcomes will almost certainly uncover the desire to develop critical thinking skills. While prioritizing the development of critical thinking skills on campuses nationwide is a noble cause, issues quickly arise because the definition of critical thinking varies widely amongst the different disciplines, so this chapter provides a history of the idea of critical thinking in higher education, as well as various critical thinking development strategies and assessment instruments. This chapter also outlines the need for the academe to move from simply mentioning the development of critical thinking skills in various institutional documents to prioritizing such skills through the return of liberal education.


2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Jonathan Michael Spector ◽  
Shanshan Ma

Abstract Along with the increasing attention to artificial intelligence (AI), renewed emphasis or reflection on human intelligence (HI) is appearing in many places and at multiple levels. One of the foci is critical thinking. Critical thinking is one of four key 21st century skills – communication, collaboration, critical thinking and creativity. Though most people are aware of the value of critical thinking, it lacks emphasis in curricula. In this paper, we present a comprehensive definition of critical thinking that ranges from observation and inquiry to argumentation and reflection. Given a broad conception of critical thinking, a developmental approach beginning with children is suggested as a way to help develop critical thinking habits of mind. The conclusion of this analysis is that more emphasis should be placed on developing human intelligence, especially in young children and with the support of artificial intelligence. While much funding and support goes to the development of artificial intelligence, this should not happen at the expense of human intelligence. Overall, the purpose of this paper is to argue for more attention to the development of human intelligence with an emphasis on critical thinking.


2020 ◽  
Vol Volume 11 ◽  
pp. 359-367
Author(s):  
Ghobad Ramezani ◽  
Azam Norouzi ◽  
Mohammadreza Dehghani ◽  
Maryam Aslami ◽  
Shirin Ghanavati ◽  
...  

Author(s):  
Karen R. Juneau

Like a phoenix rising from the ashes, every decade brings a renewed call for the importance of teaching critical thinking. Across the disciplines the importance of the subject is universally recognized, an interesting phenomenon since there is no common definition of critical thinking. To a scientist, critical thinking is often equated with the scientific method. To a philosopher, critical thinking implies a logical analysis of an argument and the ability to develop abstractions. To an engineer, critical thinking refers to effective problemsolving skills.


2016 ◽  
Vol 5 (2) ◽  
pp. 199
Author(s):  
Louise Pretoruis ◽  
Agenes Van Dyk ◽  
Luis Small ◽  
Hans Justus Amukugo

The purpose of this article is to present the conceptualise empirical findings arrived at from the needs assessment (phase 1), which reflected the application of critical thinking skills by the respondents. The ultimate aim was to develop an educational programme to facilitate critical thinking in nursing practice. Conceptualization as the definition of key concepts in a study with a view to integrating one’s research into conceptual frameworks.The findings revealed six main concepts and their related sub-concepts. These concepts included interpretation, analysis, evaluation, inference, explanation and self-regulation. These concepts were inferred from the deduction by the researcher. These concepts were the results of the concept analysis of critical thinking by 46 experts directed by Facione together with the related dispositions. These six main concepts constituted the framework within which the educational programme was developed. The following steps were followed during the conceptualization namely concepts synthesis, clarification of the concepts, interpretation of the concepts, analysis of the concepts, evaluation of the concepts, interference/ conclusion, explanation, self – regulation and critical approaches.


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