scholarly journals Use Of Video-Based Cases As A Medium To Develop Critical Thinking Skills In Health Science Students

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Genevieve Pinto Zipp Zipp ◽  
Cathy Maher
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Classroom Environment ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Science ◽  
Physical Therapy Education ◽  
Real Patient ◽  
Therapy Education

One learning strategy that, at present, has not been widely used in graduate Physical Therapy education is “video based cases”. The use of visually unfolding case-based experience provides students a unique opportunity to experience real patient scenarios in their classroom environment. The purpose of this paper is to provide data on student perceptions of usefulness of the video based case experience in promoting their ability to organize, prioritize, and integrate content knowledge for the development of effective critical thinking skills.

Fostering Critical Thinking Skills in European and Asian Higher Education Institutions

2021 ◽  
pp. 138-150
Author(s):  
Svetlana Antonova ◽  
Tatyana Pletyago ◽  
Anna Ostapenko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Modern World ◽  
Sufficient Information ◽  
Professional Activities

There is a demand for transformation in higher education. Undergraduates need to be taught critical thinking, an essential skill that should be central to the mission of all educational institutions. Critical thinking is a key focus of academic interest among researchers in the field of pedagogy and methodology. Despite this, there is still a lack of sufficient information on approaches, methods, techniques, and means of incorporating critical thinking skills in the classroom environment at the tertiary education level. The purpose of this paper is to provide a comprehensive review of the hands-on experiences of some European and Asian universities in promoting critical thinking education using a range of academic models. The review shows that critical thinking has already been integrated into many major tertiary education programmes in both European and Asian universities. Further, majority of the academic models implemented are transferable and flexible. The results confirm that in terms of content, methods, and technologies, university education is focusing on cultivating the higher order skills necessary for innovative professional activities in modern world.

Using Case-Based Learning to Teach Information Literacy and Critical Thinking Skills in Undergraduate Music Therapy Education: A Cohort Study

2020 ◽  
Vol 38 (2) ◽  
pp. 143-149
Author(s):  
Meganne K Masko ◽  
Kelly Thormodson ◽  
Kristen Borysewicz
Keyword(s):  
Critical Thinking ◽  
Music Therapy ◽  
Information Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Techniques ◽  
Case Based Learning ◽  
Therapy Education ◽  
Music Therapy Education ◽  
Case Based

Abstract Higher education traditionally focuses on didactic, or passive, teaching and learning techniques as these are efficient ways of conveying information to the students. However, passive learning places the responsibility for students’ learning on the instructor rather than the students themselves. Constructive learning techniques, such as case-based learning (CBL), give students opportunities to apply previous knowledge while constructing their own deep learning. The purpose of this article is to describe both the implementation and evaluation of a CBL unit in a junior-level undergraduate music therapy theories and methods course. The cohort study utilized student reflection papers, faculty observations, class materials, and a student survey to evaluate the impact of a behavioral health-focused CBL unit on information literacy, critical thinking skills, and student enjoyment of learning. Students answered both Likert-type and open-ended questions on these topics. Open-ended questions were analyzed using a directed qualitative content analysis. Students felt that the CBL unit was effective in increasing their information literacy and critical thinking skills, and they enjoyed the unit. According to survey results, the CBL developed several measured areas of student critical thinking skills, with the exception of the students’ abilities to analyze their own biases. The CBL unit appeared to be an effective and efficient way of simultaneously covering multiple learning outcomes and music therapy competencies. However, students did not perceive any changes in their ability to analyze their own biases which, based on previous psychology and sociology research, takes more than one isolated learning unit to address. Implications for music therapy education are addressed.

Long-term trends accentuate the import of creative and critical thinking skills developed by design thinking and ill-defined questions

2017 ◽  
Vol 35 (2) ◽  
pp. 190-208 ◽  
Author(s):  
Robert A Peters ◽  
Janice Maatman
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Design Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Great Recession ◽  
1960S And 1970S ◽  
The 1960S ◽  
Fiscal Pressure

The economic, financial, and political trends such as stagnating standards of living, fiscal pressure, and an escalating mistrust of government were set in motion during the 1960s and 1970s. Due to the duration of the trends, the magnitude, but not the nature, of the challenges confronting the health care, nonprofit and public sectors has changed. Consequently, with the exception of adding topics relating to strategies for securing voluntary compliance and effectively interacting with constituents who are increasingly angry and opposed to government intervention, the Great Recession and subsequent Age of Austerity do not appreciably affect the Master in Public Administration (MPA) curriculum’s content. However, the intractable nature of the challenges accompanying the trends places a premium on cultivating the students’ critical thinking and creative skills. Meeting this challenge necessitates the adoption of learning strategies that shift to students a greater share of the responsibility for learning. One of the options for achieving the outcome is to provide students with the foundational materials and an ill-defined problem that, in conjunction with design thinking, maximizes the students’ freedom to independently define the problem, identify the requisite information for analysis, and develop solutions. The article provides examples of the learning strategy that has been applied in several courses.

scholarly journals Determinan Adversity Quotient dan Kemampuan Berpikir Kritis Dengan Stres Pada Mahasiswa Yang Sudah Bekerja

2020 ◽  
Vol 4 (2) ◽  
pp. 145
Author(s):  
Riris Andriati ◽  
Fenita Purnama Sari Indah ◽  
Renti Yunita
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Science ◽  
P Value ◽  
Cross Sectional ◽  
Probability Sampling ◽  
Purposive Sampling ◽  
The World

The incidence of stress was quite high, reaching more than 350 million people in the world and ranked 4th in the world. The purpose of this study was to determine the relationship between adversity quotient and critical thinking ability with stress on nursing students in the Widya Dharma Husada Tangerang School of Health Science who are already working. The method of this research was analytic study with a cross sectional approach. The number of samples was 96 students at Widya Dharma Husada Tangerang School of Health Science in 2020. Sampling used non-probability sampling techniques with purposive sampling. The results showed that respondents had a moderate adversity quotient of 48 respondents (50%) and respondents who think critically are not good as many as 61 respondents (63,5%). Statistical test results obtained the, then it can be concluded that there is a significant relationship between adversity quotient with stress (p-value = 0.004) and critical thinking skills with stress (p-value = 0.015) Keywords:Adversity QuotientCritical thinkingStressABSTRAKAngka kejadian stres tergolong cukup tinggi memperoleh lebih dari 350 juta penduduk di dunia dan berada di peringkat ke-4 penyakit di dunia. Tujuan Penelitian ini adalah untuk mengetahui hubungan adversity quotient dan kemampuan berpikir kritis dengan stres pada mahasiswa program b keperawatan di STIKes Widya Dharma Husada Tangerang yang sudah bekerja. Metode Penelitian ini merupakan penelitian analitik dengan pendekatan cross sectional. Jumlah sampel sebanyak 96 mahasiswa di STIKes Widya Dharma Husada Tangerang Tahun 2020. Pengambilan sampel menggunakan teknik non probability sampling dengan purposive sampling. Hasil penelitian diperoleh bahwa responden memiliki adversity quotient sedang sebanyak 48 responden (50%), responden yang berpikir kritis kurang baik sebanyak 61 responden (63,5%). Hasil uji statistik diperoleh, maka dapat disimpulkan bahwa ada hubungan yang signifikan antara adversity quotient dengan stres (p-value=0,004), dan kemampuan berpikir kritis dengan stres (p-value=0,015). Kata Kunci: Adversity QuotientKemampuan Berpikir Kritis,Stres

HUBUNGAN KEMAMPUAN BERPIKIR KRITIS DENGAN PRESTASI BELAJAR MATA KULIAH KEPERAWATAN MEDIKAL BEDAH II MAHASISWA SEMESTER VII PROGRAM STUDI ILMU KEPERAWATAN (S-1) SEKOLAH TINGGI ILMU KESEHATAN WIRA HUSADA YOGYAKARTA TAHUN AKADEMIK 2012-2013

EDUKASI ◽  
2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Yuli Angkotasan ◽  
Paulus Subiyanto ◽  
Nuryeti Syarifah ◽  
Nurma Angkotasan
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Rank Correlation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Science ◽  
Science Program ◽  
Learning Achievement ◽  
Nursing Science ◽  
Science High School

The aim of this research is to know the relationship of critical thinking skills with learning achievement on semester VII students of Nursing Science Program (S-1) Health Science High School Wira Husada Yogyakarta 2012/2013.The research design was descriptive correlative aimed to identify whether or not the relationship between critical thinking skills with learning achievement on students of Health Science High School Wira Husada Yogyakarta in Academic Year 2012/2013. Respondents of this research is Semester VII students of Nursing science program. The research sample of 50 students. Sampling techniques are simple random sampling. Using data analysis Spearman rank correlation test.There is a relationship between critical thinking skills with the learning achievement courses Medical Surgical Nursing II semester VII students of Nursing Science Program Health Science High School Wira Husada Yogyakarta. It can be seen from the Spearman rank correlation test results, obtained significant value r = 0.334 and ρ = 0.018 so that alternative hypothesis Ha is accepted and Ho is rejected. It means, there is a relationship between critical thinking skills with the learning achievement semester VII student of Nursing Science Program (S-1) Health Science High School Wira Husada Yogyakarta.Keywords : Critical thinking, learning achievement

scholarly journals Pengaruh Strategi Pembelajaran Berbasis Masalah dan Minat Belajar Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Siswa pada Materi Sistem Pencernaan Makanan Manusia di MAS Amaliyah Sunggal

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Ridho Fenni Naputri ◽  
Syarifuddin Syarifuddin ◽  
Ely Djulia
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Interest ◽  
Cluster Random Sampling ◽  
Determine Effect

This study was aimed to determine effect on: (1) Problem based learning strategy toward critical thinking skills; (2) Learning interest toward critical thinking skills; (3) Interaction between problem based learning strategy and learning interest toward critical thinking skills; (4) Problem based learning strategy toward students’ learning outcomes; (5) Learning interest toward students’ learning outcomes; and (6) Interaction between problem based learning strategy and learning interest toward students’ learning outcomes. Subjects in this study are taken as much as 3 classes is determined by a cluster random sampling. Determined learning class in research is 2 classes with sample of 38 people per class. . Based on the results show that there are significant effect on (1) Learning model toward critical thinking skills which obtained Fcount>Ftable (6,971>2,50) and probability value is 0,010<0,05; (2) Learning interest toward critical thinking skills which obtained Fcount>Ftable (24,949>2,50) and probability value is 0,000<0,05; (3) Interaction between learning model and learning interest toward critical thinking skills which obtained Fcount>Ftable (4,140>2,50) and probability value is 0,046<0,05; (4) Learning model toward students’ learning outcomes which obtainde Fcount>Ftable (25,269>2,50) and probability value is 0,000<0,05; (5) Learning interest toward students’ learning outcomes which obtained Fcount>Ftable (13,888>2,50) and probability value is 0,000<0,05; and (6) Interaction between learning model and learning interest toward students’ learning outcomes which obtained Fcount>Ftable (4,291>2,50) and probability value is 0,042<0,05. Based on this study can conclude that there are significant effect of strategy, interest, and interaction between learning strategy and learning interest toward critical thinking skills and students’ learning outcomes on the topic in digestive system of human at MAS Amaliyah Sunggal. This cases are expected to provide information for teachers and schools to use problem based learning strategy and learning interest to improve critical thinking skills and student’s learning outcomes.

scholarly journals Obstacles of Developing Critical Thinking Skills for Early-Stage Children from the Female Teachers’ Point of View in Saudi Arabia

2021 ◽  
Vol 58 (1) ◽  
pp. 667-681
Author(s):  
Dr. Sabrin Abdelaty Labib Abdelaty Et al.
Keyword(s):  
Saudi Arabia ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Early Stage ◽  
Thinking Skills ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
Female Teachers ◽  
Search Data ◽  
Educational Staff

The purpose of the current research was to identify the obstacles of the development of critical thinking skills for the early stage child from the point of view of female teachers in Saudi Arabia. The sample of the research consisted of (120) teachers of early childhood, randomly selected in the cities of Dammam and Riyadh. The descriptive/qualitative method was used, and the questionnaire was used as a tool for collecting search data after verifying its suitability for application and consisted of (44) individuals in its final form for four basic domains. The research reached several results: The research sample approved the third domain: the obstacles of kindergarten management by a percentage of (75.40%), the sample of the research approved the second domain: the obstacles of the classroom environment and the curriculum, by a percentage of (73.60%), as well as the research sample approved the fourth domain: the obstacles of the kindergarten teacher by a percentage of (70.60%), and also approved the first domain: disabilities related to the characteristics and mental needs of the child by a percentage of (66.40%).The results also indicated that there were no statistically significant differences at the level (0.05) in the domains of the questionnaire about the obstacles of developing critical thinking skills for an early stage child from the point of view of the this stage teachers due to the change of the city (Dammam and Riyadh). The research recommended the need to put the child in a new educational experience in accordance with the characteristics of his/her development and needs, enrich the educational staff with innovative means and activities that address the higher thinking skills, appreciate the outstanding professional competencies, and increase the rewards and incentives for the teachers of the stage.

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