scholarly journals Critical Thinking in Medical Education Missions

2019 ◽  
Vol 6 (1) ◽  
pp. 79-85
Author(s):  
J Dwight Phillips ◽  
Mary Hermiz ◽  
Laura Smelter ◽  
James D Smith
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Cultural Differences ◽  
Medical Knowledge ◽  
Cross Cultural ◽  
Medical Conditions ◽  
Cultural Training ◽  
Structured Systems ◽  
Cross Cultural Training ◽  
Language Communication

Critical thinking, an essential skill for the transformation of medical knowledge into practice, should be a key component of medical education, even in cross-cultural training situations.  Critical thinking is the use of purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference as well as the explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment was based.  Critical thinking is important because the healthcare workplace and the science on which healthcare is based continue to advance and evolve. Those who teach healthcare cross-culturally may experience challenges in teaching critical thinking to cross-cultural learners, challenges in the areas of language/communication, cultural differences, customary education approach, and educator factors. The challenges may be identified, addressed, and overcome.  Tangible means of implementing training in critical thinking include the use of questions and discussions during educational sessions as well as structured systems for reflecting on causes and treatment of medical conditions. 

scholarly journals Cultural Intelligence and Creativity: The Experience of Trainees Abroad

2017 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Silvia Zanazzi
Keyword(s):  
Critical Thinking ◽  
Cultural Intelligence ◽  
Divergent Thinking ◽  
Well Being ◽  
Cultural Adjustment ◽  
Cross Cultural ◽  
Cultural Training ◽  
Cross Cultural Training ◽  
Recent Developments ◽  
Experience Education

Cultural intelligence (CQ), defined as ‘an individual’s ability to be effective in situations characterized by cultural diversity’ (Ang, Van Dyne, 2008), can be developed and strengthened through experience, education and training. For a number of years, research on cultural intelligence has found important and recurring results for individuals with higher levels of CQ: better cross-cultural adjustment, improved job performance and enhanced personal well-being. More recent works have focused on the relation between cultural intelligence, creativity and innovation, opening new horizons for studies in the field. In light of these recent developments, the paper explores the link between cultural intelligence and creativity in a specific context: a program for American college students doing their traineeship in Rome, Italy. The research is based on the analysis of field journals written by trainees. While reading and coding them, we looked for ‘proofs’ of divergent and critical thinking, assuming, based on a literature review, that they are important components of the creative process. Results show that divergent and critical thinking are consistently present in the journals written by trainees who have been positively assessed by their academic tutors and placement supervisors. Critical and divergent thinking, and subsequently creativity, are likely to be higher among individuals who demonstrate interest and openness to the new culture they encounter and are capable not only to describe it, but also to compare it with their own. This re-confirms the importance of cross cultural training to enhance the learning outcomes of a traineeship abroad.

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