scholarly journals Analytical And Critical Thinking Skills Of Cadets And Post-Graduate Students

2019 ◽  
Author(s):  
L. P. Kostikova
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Post Graduate

scholarly journals Infusing The Mentorship Model Of Education For The Promotion Of Critical Thinking In Doctoral Education

2008 ◽  
Vol 5 (9) ◽  
Author(s):  
Genevieve Pinto Zipp ◽  
Valerie Olson
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
Doctoral Education ◽  
Faculty Perceptions ◽  
Graduate Programs ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Academic Tenure ◽  
Faculty Beliefs ◽  
Layered Learning

Effective mentorship is demonstrated in a variety of venues. Good mentors lead students on a journey that forever changes the ways in which they think and act, and consists of different and diverse experiences. Acknowledging faculty beliefs regarding mentorship and instruction is important to understanding why mentors select and implement specific strategies throughout the mentee’s academic tenure. The purposes of this paper are first, to describe the “Layered Learning Mentorship Model (LLMM)” presented in the Department of Graduate Programs in Heath Sciences curriculum; second, to provide an understanding of how the LLMM was developed so as to promote critical thinking skills in graduate students; third, to provide educators with an understanding of the tools essential for the integration of critical thinking opportunities at all levels of doctoral education; and finally, to assess student and faculty perceptions regarding the use of LLMM.

scholarly journals Effect of Problem-Based Learning and Reasoning Tests on Learners' Critical Thinking Skills Before and After the Educational Intervention in Graduate Students of Basic Sciences

2021 ◽  
Vol 12 (1) ◽  
pp. 34-43
Author(s):  
Vahideh Zarea Gavgani ◽  
Hakimeh Hazrati ◽  
Zohreh Sohrabi
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
Educational Intervention ◽  
Information Science ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Library And Information Science ◽  
Medical Library ◽  
Before And After

Abstract Background and Objectives: Critical thinking skills are not learned spontaneously. Higher education system should strengthen critical thinking skills of learners by integrating critical thinking skills into educational programs. The aim of this study was to investigate the effect of problem-based learning and reasoning tests on strengthening learners' critical thinking skills before and after the educational intervention in graduate students of basic sciences. Material and Methods: This study is a quasi-experimental study that was conducted in 2020 at Tabriz University of Medical Sciences and Iran. Participants in the study were graduate students in the fields of medical education and Medical Library and Information Science. Problem-based learning theory and application of reasoning tests in the level of critical thinking of learners before and after the educational intervention; the California Critical Thinking Questionnaire was reviewed. Data analysis was performed using Spss 19 software. Statistical methods such as frequency, percentage and mean standard deviation have been used to study descriptive statistics and the significance level of the data has been investigated using nonparametric Wilcoxon test. Results: The level of critical thinking of students in the field of medical education before the educational intervention was moderate (2.92 ± 9.01) and weak in the field of Medical Library and Information Science (6.80 ± 80.95). After the educational intervention, the level of critical thinking of learners in both disciplines has significantly increased. In the field of analysis, the rate of critical thinking in both disciplines was lower than other domains before the intervention, which was higher than the other domains after the educational intervention. Conclusion:The present study showed that designing effective educational interventions in the fields of teaching and assessment methods lead to strengthening learners' critical thinking skills. By using new methods of evaluation and teaching, the education system can produce graduate students with the competency to create new ideas and novel approaches.

Collaborative learning and critical thinking skills: Effects of a debate-based pedagogy

2018 ◽  
Vol 10 (1) ◽  
pp. 61
Author(s):  
Yvonne Malone ◽  
Tony Michael
Keyword(s):  
United States ◽  
Critical Thinking ◽  
Graduate Students ◽  
Collaborative Learning ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Adolescent Psychology ◽  
Before And After ◽  
Class Period

The authors added debates in two adolescent psychology classes in the southern region of the United States that were heretofore a lecture class. There were approximately 45 students in each of the classes, including both undergraduate and graduate students, and debate teams consisted of four to five members. Each debate was allotted one class period (80 minutes): 60 minutes of debate time with the last 20 minutes reserved for questions and discussion from the entire class. Students took a survey before and after the debates, rating themselves on critical thinking skills. Based on their ratings, there was significant perceived improvement after participating in debates. Last, the authors conclude with providing future considerations and tips to other educators for implementing debates within their course.   Keywords: Debates, collaborative learning, critical thinking, pedagogy, college students.    

scholarly journals Assessment of Critical Thinking Skills of Postgraduate Students by using the Critical Self-Thinking Inventory for Clinical Examination

2020 ◽  
pp. 33-40
Author(s):  
Dr. Sanjivani Wanjari ◽  
Dr. Sunita Vagha ◽  
Dr. Chandrashekar Mahakalkar
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
Problem Solving ◽  
Clinical Examination ◽  
Clinical Competence ◽  
Cognitive Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Clinical Judgments ◽  
Postgraduate Students

Background:Critical Thinking is a human cognitive process which is characterized by a purposeful self-regulatory judgement. Acquiring critical thinking is a question of practice. Clinical competence depends upon critical thinking skills and problem solving abilities. This will be possible when postgraduate students are taught to use critical thinking skills in order to make sound clinical judgments. Aim: To study the utility of “Critical Self Thinking Inventory for Clinical Examination” (CSTI-CE) for assessment of critical thinking skills during OSLER in post-graduate students of Department of Obstetrics & Gynaecology.

Critical Thinking Skills Evidenced in Graduate Students Blogs

2012 ◽  
Vol 11 (2) ◽  
pp. 72-87 ◽  
Author(s):  
Holly Reed Cain ◽  
Vivana Giraud ◽  
Nicole L. P. Stedman ◽  
Brittany L. Adams
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals The Cultivation of Critical Thinking Ability in Academic Reading Based on Questionnaires and Interviews

2020 ◽  
Vol 15 (22) ◽  
pp. 104
Author(s):  
Jian Li ◽  
Yan Ren
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Graduate Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Chinese College Students ◽  
Critical Thinking Ability ◽  
Academic Reading ◽  
Thinking Ability ◽  
Teachers And Students

In recent years, Chinese college students have been criticized for having nothing to say, no thinking ability, and lack of critical thinking. Cultivating students' thinking ability is becoming an important task of higher education. Through carrying out questionnaire survey and interviews, the author learned that graduate students' critical thinking skills in academic reading needs to be improved. To improve the situation, it requires joint efforts of teachers and students to improve students' critical thinking ability in academic reading, which is conducive to the completion of academic papers and the improvement of students' thinking ability, so as to meet the requirements of higher thinking ability for students in the 21st century.

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