scholarly journals Developing a tool for observing group critical thinking skills in first-year medical students: a pilot study using physiology-based, high-fidelity patient simulations

2017 ◽  
Vol 41 (4) ◽  
pp. 604-611 ◽  
Author(s):  
Khoa Nguyen ◽  
Bertha Ben Khallouq ◽  
Amanda Schuster ◽  
Christopher Beevers ◽  
Nyla Dil ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Pilot Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Basic Knowledge ◽  
First Year ◽  
High Fidelity ◽  
Patient Simulations ◽  
First Year Medical Students

Most assessments of physiology in medical school use multiple choice tests that may not provide information about a student’s critical thinking (CT) process. There are limited performance assessments, but high-fidelity patient simulations (HFPS) may be a feasible platform. The purpose of this pilot study was to determine whether a group’s CT process could be observed over a series of HFPS. An instrument [Critical Thinking Skills Rating Instrument CTSRI)] was designed with the IDEAS framework. Fifteen groups of students participated in three HFPS that consisted of a basic knowledge quiz and introduction, HFPS session, and debriefing. HFPS were video recorded, and two raters reviewed and scored all HFPS encounters with the CTSRI independently. Interrater analysis suggested good reliability. There was a correlation between basic knowledge scores and three of the six observations on the CTSRI providing support for construct validity. The median CT ratings significantly increased for all observations between the groups’ first and last simulation. However, there were still large percentages of video ratings that indicated students needed substantial prompting during the HFPS. The data from this pilot study suggest that it is feasible to observe CT skills in HFPS using the CTSRI. Based on the findings from this study, we strongly recommend that first-year medical students be competent in basic knowledge of the relevant physiology of the HFPS before participating, to minimize the risk of a poor learning experience.

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.

Integration and Improvement of Teamwork Skills in First Year Medical Students by Using Physiology-Based High Fidelity Patient Simulations

2015 ◽  
Vol 25 (4) ◽  
pp. 503-512 ◽  
Author(s):  
Jaclyn Reinemann ◽  
Kirstin LaBell ◽  
Christine Bellew ◽  
Abdo Asmar ◽  
Juan Cendán ◽  
...  
Keyword(s):  
Medical Students ◽  
First Year ◽  
High Fidelity ◽  
Patient Simulations ◽  
Teamwork Skills ◽  
First Year Medical Students

scholarly journals Teaching Critical Thinking to First-Year Medical Students through Concept Mapping

2014 ◽  
pp. 197-222
Author(s):  
Amina Sadik
Keyword(s):  
Critical Thinking ◽  
Concept Mapping ◽  
Concept Map ◽  
Medical Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Map Construction ◽  
Science Educators ◽  
First Year Medical Students

Helping students learn the basic sciences and demonstrating their importance in the practice of medicine presents a challenge for the majority of medical science educators. A curriculum change of medical biochemistry was implemented to include concept mapping as a visual strategy to enhance the analytical and critical thinking skills during clinical case-based workshops. A rubric was used to give detailed feedback and provide guidance to students. A number of clinical cases were judiciously selected to illustrate specific topics. Students meet with a faculty member to discuss the concept map prior to the workshop. During such meetings, all members are asked to participate in explaining their reasoning and decision-making and to thereby justify the flow of the concept map. This activity gives students the opportunity to demonstrate their capacity to visualize their knowledge using the concept map construction.

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.

Assessing general education learning outcomes at Qatar University

2016 ◽  
Vol 8 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Shaikha Bint Jabor Al-Thani ◽  
Ali Abdelmoneim ◽  
Adel Cherif ◽  
Dalal Moukarzel ◽  
Khaled Daoud
Keyword(s):  
Critical Thinking ◽  
Pilot Study ◽  
General Education ◽  
Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Content Type ◽  
English Writing ◽  
Internal Assessment ◽  
Education Outcomes

Purpose – The purpose of this paper is to assess the effectiveness of a new general education program at Qatar University (QU) in achieving English writing and critical thinking outcomes. Design/methodology/approach – Collegiate Assessment of Academic Proficiency (CAAP) test was used as direct assessment tool to identify the extent to which QU students are making progress with respect to general education outcomes, and how well QU students perform compared to US students on general education outcomes that are measured by the CAAP test. Findings – Findings show evidence that students make progress in English and critical thinking during their QU educational careers. However, QU students lag well behind their US counterparts in writing skills, but they performed relatively better in critical thinking and essay writing. Research limitations/implications – The sample of students tested was limited to students who met certain criteria. Therefore, the sample was neither representative nor random and does not reflect the performance of the entire student body. English is a second language for most QU students, and cultural differences as well as students’ high school preparation and quality of faculty at QU add to the complexity of the study. Practical implications – Research finding may have implication on the general education program curriculum plan, assessment process, assessment plan and tools. It may also trigger comprehensive review of courses addressing writing and critical thinking skills. Moreover, the findings will have impact on institutional total approach and support to retain and enhance some of the cornerstone skills that general education program promise to achieve. The pilot study, results and findings can have implications on similar GCC general educations programs that focus on English writing and critical thinking skills. Originality/value – This original pilot study indicates a need for improvement of internal assessment processes and reconsideration of general education program courses contributing to skills examined. It also provides evidence on students’ performance on two important generic skills, both are important for QU and its stakeholders. The study’s findings are of broad interest to assess the efficacy of internal assessment at international institutions using an internationally available standardized test.

scholarly journals Path Analysis of Self-Efficacy, Critical Thinking Skills and Emotional Intelligence for Mental Health of Medical Students

2018 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Ali Morad Heidari Gorji ◽  
Misagh Shafizad ◽  
Aria Soleimani ◽  
Morteza Darabinia ◽  
Amir Hossein Goudarzian
Keyword(s):  
Mental Health ◽  
Emotional Intelligence ◽  
Critical Thinking ◽  
Medical Students ◽  
Path Analysis ◽  
Self Efficacy ◽  
Thinking Skills ◽  
Critical Thinking Skills
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