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.

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.

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 Træning af kontrolleret empati i accelererede kræftbehandlingsforløb

2012 ◽  
Vol 9 (17) ◽  
Author(s):  
Anne Roeslagaard Obling
Keyword(s):  
Descriptive Analysis ◽  
Public Health Care ◽  
Training Workshop ◽  
Sociology Of Emotions ◽  
Communication Techniques ◽  
Empathic Communication ◽  
And Performance ◽  
And Control ◽  
Modes Of Engagement ◽  
Cancer Clinic

This paper takes departure from sociology of emotions to explore the training of empathy and empathic response in accelerated cancer care. The paper focuses on a training workshop in empathic communication during which doctors from a cancer clinic learn to recognise and control the emotional frame of doctor-patient interactions. Through a descriptive analysis, it addresses how communication techniques are rehearsed and it discusses the effects of this training. It is shown that the performance of communicating empathically relies on standardised scripts, which direct and cultivate the conduct of doctors. The paper concludes that contemporary reforming drives in public health care insert a renewed focus on humanistic values in medical interaction between doctors and patients, such as a focus on doctors’ modes of engagement in these interactions. However, these values increasingly become the aim of techniques of micro-management such as qualitative measurement and performance audit. In other words, attempts to improve softer dimensions of medical services entail a further standardisation of these dimensions.

scholarly journals Acute critical care course for interns to develop competence

2021 ◽  
Vol 34 ◽  
pp. 167-170
Author(s):  
NAVDEEP SOKHAL ◽  
AKSHAY KUMAR ◽  
RICHA AGGARWAL ◽  
KESHAV GOYAL ◽  
KAPIL DEV SONI ◽  
...  
Keyword(s):  
Critical Care ◽  
Role Play ◽  
Training Programme ◽  
Average Score ◽  
Know How ◽  
Medical Graduates ◽  
Qualitative Feedback ◽  
Intensive Course ◽  
Care Course ◽  
And Training

Background All medical graduates must know how to stabilize and manage critically ill patients. A 2-day intensive course, called the acute critical care course (ACCC), was conducted to train interns in technical and non-technical skills for managing a patient whose condition is deteriorating. This analysis aims to assess the feasibility and effectiveness of ACCC for interns. Methods We developed and conducted the ACCC to train interns. It included lectures and skill stations. Twenty-four interns participated in the course. Immediate, post-course, quantitative and qualitative feedback was taken online. Qualitative information was also collected verbally and later by email. These data were analysed both quantitatively and qualitatively. Thematic analysis was used to identify, analyse and report the patterns of responses and behaviour. Results The average score for the utility of the course was 4.7 and for the skill stations it was 4.6 on a scale of 5. The qualitative analysis of the feedback emphasized the need for the course before the clinical posting and more skill-based modules rather than lectures. The interactive style of teaching and training in communication using role-play was appreciated. Few suggestions to improve the course were provided. Conclusions Implementing the ACCC needed simulation, interactive discussions, role-play, modified Pendleton’s feedback, and reflective exercise that form the basis of a range of educational principles. The blended learning set of objectives of ACCC were the pillars for this successful internship training programme.

Introduction

2016 ◽  
Author(s):  
Samuel Hellman
Keyword(s):  
Critical Thinking ◽  
General Public ◽  
College Graduates ◽  
Medical Professional ◽  
Social Consequences ◽  
Half Century ◽  
Science Ethics ◽  
Medical Graduates ◽  
Exponential Expansion ◽  
Education Science

This introduction to Learning While Caring is about education and learning both for the doctor and her or his patient: what has changed in the more than half-century of the author’s career and, perhaps more important, what has not and remains essential. Education of both an informed medical professional as well as an informed general public is necessary in order to properly consider the moral, political, and social consequences of the rapid increase in capabilities resulting from the molecular biological revolution and those wrought by semi-conductor exponential expansion of capacity and resulting capabilities. This introduction comprises the author’s remarks to beginning college undergraduates, college graduates, and medical graduates. They all emphasize the importance of critical thinking and the study of the humanities as well as a scientific education. Science, ethics, and politics can no longer be considered as separate and distinct, but rather are increasingly interdependent.

An Examination of the Influence of Implicit Theories, Attribution Styles, and Performance Cues on Questionnaire Measures of Leadership

2017 ◽  
Vol 25 (1) ◽  
pp. 116-133 ◽  
Author(s):  
Mark J. Martinko ◽  
Brandon Randolph-Seng ◽  
Winny Shen ◽  
Jeremy R. Brees ◽  
Kevin T. Mahoney ◽  
...  
Keyword(s):  
Implicit Theories ◽  
And Performance ◽  
Attribution Styles ◽  
Questionnaire Measures

scholarly journals Evaluation of the Second Edition of Entering Research: A Customizable Curriculum for Apprentice-Style Undergraduate and Graduate Research Training Programs and Courses

2020 ◽  
Vol 19 (1) ◽  
pp. ar11 ◽  
Author(s):  
Janet L. Branchaw ◽  
Amanda R. Butz ◽  
Amber R. Smith
Keyword(s):  
Training Programs ◽  
Research Training ◽  
Scale Up ◽  
Training Workshop ◽  
Assessment And Evaluation ◽  
Facilitator Training ◽  
Design And Development Research ◽  
Graduate Research ◽  
Research Training Program ◽  
And Training

The second edition of Entering Research (ER) is a collection of customizable active-learning activities, resources, and assessment and evaluation tools for use in undergraduate and graduate research training programs and courses. Results from two design and development research studies examining the effectiveness of the second edition of the ER curriculum and a 2-day ER facilitator training workshop are reported. Pilot testing of the second edition of the curriculum at 20 sites across the country (42 unique implementations) with 78 facilitators and 565 undergraduate and graduate research trainees provides evidence that the ER activities are clear and complete and that they were effective in helping trainees gain knowledge or improve their ability to do research. Overall, research training program directors and trainees were satisfied with courses and workshops that incorporated activities from ER. Likewise, evaluation data from four ER facilitator training workshops showed that participants valued the workshop and reported significant gains in confidence in their ability to successfully develop and implement a custom ER curriculum. Together, these results provide evidence that the ER curriculum and training workshop warrant further efficacy, effectiveness, and scale-up research.

scholarly journals Consequences of KPIs and performance management in higher education

2016 ◽  
Vol 30 (6) ◽  
pp. 881-893 ◽  
Author(s):  
Therése Kairuz ◽  
Lynn Andriés ◽  
Tracy Nickloes ◽  
Ilse Truter
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Performance Management ◽  
Human Resources Management ◽  
Holistic Approach ◽  
Education Sector ◽  
Content Type ◽  
Performance Management Systems ◽  
And Performance ◽  
The Impact

Purpose – The core business of universities is learning. Cognitive thinking is critical for learning and the development of new knowledge which are essential in higher education. Creative, reflective and critical thinking are negatively affected by unrealistic demands and stress. The purpose of this paper is to argue that key performance indicators (KPIs) and performance management are detrimental in the higher education sector, as they cause undue stress which impacts negatively on an essential criterion of academia, cognitive thinking. Design/methodology/approach – To explore this issue, the authors discuss the impact of stressful demands in the context of Australian higher education. The paper draws on literature that describes managerialism and on neuroscientific evidence to develop a hypothesis that supports a more holistic approach to human resources management of academics. Findings – Performance management and measures (including KPIs) add to the complex demands of academic work despite a lack of evidence that they are appropriate in the higher education sector. Originality/value – Performance management systems and KPIs undermine creative, reflective and critical thinking. Principles governing education should supersede the ever-growing emphasis that is being placed on quantitative measures and bureaucratic demands in higher education.

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