scholarly journals Evaluation of Critical Thinking Skills in the Anatomy and Development Components of the First Year Medical School Curriculum

2018 ◽  
Vol 32 (S1) ◽  
Author(s):  
Rachel E. Corbitt ◽  
Alexa Hryniuk ◽  
Carol A. Nichols ◽  
Anna C. Edmondson
Keyword(s):  
Critical Thinking ◽  
Medical School ◽  
Thinking Skills ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Critical Thinking Skills ◽  
First Year

scholarly journals Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum

2018 ◽  
Vol 106 (3) ◽  
Author(s):  
Natalie Tagge
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Medical School ◽  
Information Literacy ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Information Literacy Skills ◽  
First Year Medical Students

Background: While the term “information literacy” is not often used, the skills associated with that concept are now central to the mission and accreditation process of medical schools. The simultaneous emphasis on critical thinking skills, knowledge acquisition, active learning, and development and acceptance of technology perfectly positions libraries to be central to and integrated into the curriculum.Case Presentation: This case study discusses how one medical school and health sciences library leveraged accreditation to develop a sustainable and efficient flipped classroom model for teaching information literacy skills to first-year medical students. The model provides first-year medical students with the opportunity to learn information literacy skills, critical thinking skills, and teamwork, and then practice these skills throughout the pre-clerkship years.Conclusions: The curriculum was deemed a success and will be included in next year’s first-year curriculum. Faculty have reported substantial improvements in the information sources that first-year medical students are using in subsequent clinical reasoning conferences and in other parts of the curriculum. The effectiveness of the curriculum model was assessed using a rubric.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Critical Thinking in Science and Technology

2019 ◽  
pp. 177-193
Author(s):  
David Florius Samuel
Keyword(s):  
Critical Thinking ◽  
Education System ◽  
Science And Technology ◽  
Thinking Skills ◽  
School Curriculum ◽  
Critical Thinking Skills ◽  
Instructional Approaches ◽  
Major Objective ◽  
Extensive Discussion ◽  
Subject Areas

From as far back as the 1980s, many researchers have cited the importance of critical thinking in the citizens of modern societies. Given this importance, the merits of including critical thinking as a major objective at various levels of the education system and in different subject areas of the school curriculum have been extensively argued. This chapter focuses on science and technology curricula and rationalizes the need for changes both in the development as well as the implementation of the curriculum to facilitate the promotion of critical thinking skills in students. There is also an extensive discussion of particular instructional approaches and strategies needed to facilitate this.

scholarly journals Cognitive Growth Learning Model to Improve the Students’ Critical Thinking Skills

2019 ◽  
Vol 4 (2) ◽  
pp. 112-123
Author(s):  
Aprilia Nurul Chasanah
Keyword(s):  
Critical Thinking ◽  
Differential Calculus ◽  
Industrial Revolution ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Cognitive Growth ◽  
First Year Students ◽  
Central Java

The ability to think critically and mathematically is strongly needed so that the students are able to face the challenges of 4.0 industrial revolution. By thinking critically, they are expected to be more adaptive in finding solutions to each problem. This study aims to identify the students' mathematical critical thinking skills in solving differential calculus problem solving based on some indicators of mathematical critical thinking skills in learning using cognitive growth model. This is a Classroom Action Research (CAR) which was caried out within four weeks in the odd semester of academic year 2018/2019. The subjects of this study were the first-year students of the Mathematics Education Program in one of higher education institutions in Magelang, Central Java who took the Differential Calculus course. Data collection techniques in this study were test, observation, and interviews. The test results were then analyzed quantitatively, and the indicators of critical thinking skills in each question were also described. Based on the results of the study, it can be shown that about 30% students who begin to think critically is initiated by achieving the indicator of analyzing the arguments. However, not all students who begin to think critically are also able to draw conclusions precisely through deductive and inductive reasoning. There are only five or 16.67% who have been able to draw conclusions correctly.

scholarly journals Board 137: Critical Thinking Skills in Non-calculus Ready First-year Engineering Students

2020 ◽  
Author(s):  
Lizzie Santiago ◽  
Anika Pirkey ◽  
Mustapha Animashaun ◽  
Melissa Morris
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year

scholarly journals SURVEY OF THE INTEREST LEVELS OF KHMER STUDENTS AT TRA VINH UNIVERSITY ON CRITICAL THINKING SKILL (The case of School of Southern Khmer Language, Culture and Arts)

2019 ◽  
Vol 1 (2) ◽  
pp. 12-22
Author(s):  
Ly Thi My Phan
Keyword(s):  
Critical Thinking ◽  
Southern Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Language Pedagogy ◽  
Survey Results ◽  
Interest Levels

The study was conducted to explore the interest levels and the understanding of Khmer students at Tra Vinh University (The case of School of Southern Khmer Language, Culture and Arts). The survey results on 114   first-year to fourth-year students of the majors: Cultural Vietnamese Ethnic Minorities, Khmer language, Pedagogy of Southern Literature show that 70% of students are interested in critical thinking. Students realize that this is the necessary thinking for the learners themselves when there are 32.46% totally agree and 54.39% agree to develop critical thinking skills. Based on the results, we initially try to find out the causes and propose the  solutions to develop critical thinking skills for students.

scholarly journals Students' Mathematical Critical Thinking Based on Self-Esteem Through Problem Based Learning in Geometry

2021 ◽  
Vol 11 (1) ◽  
pp. 41-52
Author(s):  
Krida Singgih Kuncoro ◽  
Agustin Zakkia ◽  
Fitria Sulistyowati ◽  
Betty Kusumaningrum
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Self Esteem ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Education Students ◽  
High Category ◽  
Low Levels

This study aims to describe and determine mathematical critical thinking skills based on students' self-esteem. This type of research is a mixed method with a sequential explanatory research design. The population in this study were first year mathematics education students who took geometry courses with the sampling technique used purposive sampling. Determination of the subjects grouped based on self-esteem with high, medium, and low categories to be interviewed about students' critical thinking skills. The instruments in this study were tests and interviews. The results showed that description of mathematical critical thinking skills in terms of self-esteem of students varied. Four students indicate this with high self-esteem obtained by mathematical critical thinking skills results in the form of two students in high category and two students in medium category. From 25 students with moderate self-esteem, the results of the mathematical critical thinking skills were obtained in the form of five high category students, 14 moderate category students, and six in the low category students. From three students with low self-esteem, the results of the mathematical critical thinking ability result in the form of one student in the high category and two students in the low category. It can be concluded that there is a not too significant effect on students' critical thinking skills. Meanwhile, there are differences in students' critical thinking skills in terms of self-esteem at high, medium, and low levels.

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