Peer Learning and Role-play to Enhance Critical Thinking

2019 ◽  
Vol 44 (1) ◽  
pp. 33
Author(s):  
Carmen Rosa Presti
Keyword(s):  
Critical Thinking ◽  
Role Play ◽  
Peer Learning

Small Firm Audit Partner Hiring Crisis: A Role Play for Critical Thinking and Negotiation Skills

2015 ◽  
Vol 30 (4) ◽  
pp. 275-296 ◽  
Author(s):  
George R. Aldhizer
Keyword(s):  
Critical Thinking ◽  
Small Firm ◽  
Role Play ◽  
Terminally Ill ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Planning Stage ◽  
Skill Sets ◽  
Final Agreement ◽  
The Impact

ABSTRACT This role play requires students to consider the complexities of a small CPA firm urgently attempting to replace the unique industry knowledge and experience possessed by a terminally ill audit partner. In this role play, students assume the position of either an existing partner or a former partner who is considering rejoining the firm. This role play includes two sections. First, in the planning stage, students brainstorm mutually equivalent options that satisfy their critical financial and nonfinancial interests to address the problem of replacing the terminally ill partner in their respective existing partner and former partner teams. Second, students engage in a “table” negotiation with their assigned counterpart to reach an amicable agreement to this firm crisis and participate in a debriefing session and prepare a debriefing document. The small firm context provides a unique opportunity to make contributions to the existing accounting and auditing literature related to enhancing students' critical thinking and negotiation skills. Distinctive small firm role play elements that should enhance critical thinking and negotiation skills include considering contingent agreements that dovetail differences in future legal liability forecasts, and dovetailing differences to take advantage of complementary skill sets to mitigate industry-specific auditor detection risks and related business risks.1 Critical thinking skills also should be strengthened through negotiating a package of interests and related options including the impact of various tradeoffs that are not fully known until the table negotiation commences so that the final agreement does not exceed the firm's non-negotiable budgetary constraints.

scholarly journals Incorporating Telementorship Into Laboratory Capacity Building Initiatives for Improved AMR Surveillance in Ethiopia

2020 ◽  
Vol 41 (S1) ◽  
pp. s41-s42
Author(s):  
Martin Evans ◽  
Rajiha Abubeker ◽  
Surafel Fentaw Dinku ◽  
Thuria Adem ◽  
Abera Abdeta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Capacity Building ◽  
Peer Learning ◽  
Peer To Peer ◽  
Collaborative Problem Solving ◽  
Surveillance Network ◽  
Project Echo ◽  
Laboratory Capacity ◽  
Case Presentations

Background: In July 2017, recognizing the threat that antimicrobial resistance poses to the population, the Ethiopian Public Health Institute (EPHI) launched the Ethiopia AMR Surveillance Network at 4 sentinel laboratories. Simultaneously, laboratory capacity building was initiated to ensure the reporting of quality laboratory data to the surveillance system. One initiative, Project ECHO (Extension for Community Healthcare Outcomes) was used to virtually connect subject matter experts with participating laboratories in remote settings to provide ongoing education and telementoring and to foster peer-to-peer learning and problem solving in microbiology. The 10-month project was supported by the Centers for Disease Control and Prevention (CDC) and the American Society for Microbiology (ASM).Methods: Biweekly 1-hour sessions were held by ASM for 2 sentinel sites, Tikur Anbessa Specialized Hospital and the EPHI Clinical Microbiology and Mycology Laboratory, using a videoconferencing platform. Each virtual session consisted of a didactic session, a case presentation by a participating laboratory, open discussion and feedback. Case presentations focused on technical challenges and problems encountered in the preanalytical, analytical, and postanalytical phases of microbiology testing. Experts from CDC and ASM provided feedback along with a summation of key learning objectives. Sessions were recorded and post session reports were shared with participants. To assess participants’ baseline knowledge, a comprehensive pretest was administered prior to the first session. The same instrument was administered as a posttest 2 weeks after the final session. Unstructured interviews were also conducted to assess participants’ perceptions of the value of ECHO to their work. Results: Mean pretest scores were 69.25% and the posttest scores were 71.04%, a difference of 1.79% (P = NS). Participant interviews revealed perceived benefits of ECHO participation to include enhanced critical thinking and problem resolution in microbiology, increased communication and improved working relationships between participating sites, and improved understanding and application of CLSI standards. As a result of Ethiopia’s participation in Project ECHO, 23 case presentations have been added to ECHO Box, a resource bank and web portal, which allows members of the ECHO community to share and access didactics, documents, and learning materials. Conclusions: Despite minimal difference between pretest and posttest scores, the Project ECHO experience of virtual case-based learning and collaborative problem solving has encouraged critical thinking, peer-to-peer learning, networking among participants, and has provided microbiologists with the resources for improved bacterial isolation, identification, and antibiotic susceptibility testing. The lessons learned could be applied as this project is expanded to additional laboratories in the AMR Surveillance Network.Funding: NoneDisclosures: None

A Critical Role for Role-Playing Pedagogy

2012 ◽  
Vol 29 (2) ◽  
pp. 120 ◽  
Author(s):  
Shawna Shapiro ◽  
Lisa Leopold
Keyword(s):  
Critical Thinking ◽  
Role Play ◽  
Critical Role ◽  
Academic Literacy ◽  
Role Playing ◽  
English For Academic Purposes ◽  
College Level ◽  
Historical Significance ◽  
Academic Role

This article draws from practitioners’ experience and from scholarship in a variety of disciplines to construct a rationale for incorporating what we call “critical roleplay” in the English-for-academic-purposes (EAP) classroom. We discuss the historical significance of role-play in TESOL and explore why this type of pedagogy has become less prominent in scholarship from recent decades. We argue for a new direction in role-play pedagogy that foregrounds critical thinking as essential to academic literacy. We describe several role-play activities that were successfully implemented in college-level EAP classes to demonstrate that academic role-play can be both cognitively challenging and linguistically relevant.

scholarly journals Cooperative learning and brainstorming as didactic strategies in conservation and restoration of cultural assets

2019 ◽  
Author(s):  
María Ángeles Carabal Montagud ◽  
Virginia Santamarina Campos ◽  
María Victoria Esgueva López ◽  
Sofía Vicente Palomino
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Teaching Experience ◽  
Peer Learning ◽  
Cultural Assets ◽  
Dynamic Strategy ◽  
Effective Dynamic ◽  
The Subject ◽  
Manufacturing Techniques ◽  
Didactic Strategies

This article exposes the tools of cooperative learning and brainstorming as a didactic strategy, in which teamwork, diversity, interaction between the students and feedback between them are promoted as the main source of learning. In professions related to the conservation and restoration of cultural assets, we work as a team, thus is fundamental that the students' training prepares them for this work reality and enables them to be part of and lead these teams, fostering cross-cutting skills such as communication effective, critical thinking, application and practical thinking among others. We will present the case of a teaching experience, in which cooperative learning is a fundamental tool to solve one of the practices of the subject “Introduction to the Conservation and Restoration of golds and polychromies” of the Degree in Conservation and Restoration of Cultural Assets in Universitat Politècnica de València. The practice consists in the identification of manufacturing techniques, and focuses on the subsequent professionalization and comprehensive training of students. The results obtained from it show how peer learning is an effective, dynamic strategy with infinite possibilities.

scholarly journals PBL facilitator training focusing on the skills of promoting student critical thinking

2020 ◽  
Author(s):  
Lubna Ibrahim Al Asoom
Keyword(s):  
Critical Thinking ◽  
Role Play ◽  
Background Knowledge ◽  
Training Workshop ◽  
Facilitator Training ◽  
Medical Graduates ◽  
And Performance ◽  
Questionnaire Measures

Abstract Background Critical thinking is an essential skill for medical graduates. The aim of the following study is to train the facilitators to boost critical thinking during the PBL sessions. Method Forty PBL facilitators of the college of Medicine, the year 2019-2020, were invited to fill a questionnaire and participate in a workshop. The questionnaire measures the background knowledge of the facilitators about critical thinking. The workshop started with a presentation then followed by exercises to apply different techniques for critical thinking. Results Most of the facilitators (>80%) believe that PBL supports critical thinking. > 50% are using questioning technique. None were aware of any other technique. Following the workshop, > 50% were able to suggest other relevant techniques such as debate, hypothesis and role play. Most of the facilitators admired the activity and requested similar training sessions. Conclusion Facilitators training workshop needs to be tailored toward specific PBL outcomes. Critical thinking is one of the most important targets of PBL. However, facilitators of previous facilitation experience and exposure to general PBL workshops lack the skills to support critical thinking. The currently focused workshop yields promising reflection by the participants' feedback and performance.

scholarly journals Die onderrig van verpleegbestuur

Curationis ◽  
1983 ◽  
Vol 6 (3) ◽  
Author(s):  
A.W. Beekman ◽  
S. Visser
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Critical Incidents ◽  
Role Play ◽  
Complex Function ◽  
Student Nurses ◽  
Nursing Management ◽  
Management Skills ◽  
The Subject ◽  
Problem Solving Process

Nursing management today is a very complex function and there appear to be shortcomings in the teaching of the subject to student nurses. The authors suggest that teachers should use the problem solving process, which stimulates critical thinking and the application of principles by students. They also suggest simulation strategies such as role play, the in-basket technique, critical incidents and games to teach management skills.

scholarly journals Multi-level Linking of Teaching and Extra-curricular Activity with Professional Planning Research: The Case of the Lincoln Planning Review

2010 ◽  
Vol 7 (2) ◽  
pp. 99-116
Author(s):  
Hamish G. Rennie ◽  
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Community ◽  
Peer Learning ◽  
Academic Journal ◽  
Research Publication ◽  
Research Skills ◽  
Professional Body ◽  
Multi Level

The experience in developing a student-led academic journal, the Lincoln Planning Review, to provide experiential learning that links undergraduates in a small professional planning programme directly to research publication is described. A combination of circumstances, including an impending review of the programme by the external professional body, provided the impetus for the project. From the outset, the intention was to directly link students across the learning cohorts with research while meeting a number of other objectives. Reflecting on the experience highlights the value of the journal as a framework to build confidence, critical thinking and research skills through developing a learning community that practices collaborative peer learning.

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