An Evidence-Based Guide to Clinical Instruction in Audiology

2013 ◽  
Vol 24 (05) ◽  
pp. 393-406 ◽  
Author(s):  
Elaine Mormer ◽  
Catherine Palmer ◽  
Cheryl Messick ◽  
Lindsey Jorgensen
Keyword(s):  
Clinical Education ◽  
Clinical Teaching ◽  
Thinking Skills ◽  
Research Literature ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Review Of Literature ◽  
Clinical Instruction ◽  
Research Activity ◽  
Teaching Principles

Background: A significant portion of the AuD curriculum occurs in clinical settings outside the classroom. Expert clinicians, employed within and outside of the university, are called upon to provide this clinical education. Most have had little or no formal training in clinical teaching yet face pedagogical and logistical challenges when simultaneously providing clinical service and teaching. Training to provide optimal methods and approaches to clinical instruction should be based on research evidence; however, there is a paucity of research in this area within the audiology discipline. Purpose: This article provides a review of literature supplying evidence for important concepts, elements, and approaches to the clinical instruction process. Additionally, we provide readers with some practical tools with which to facilitate application of optimal clinical teaching principles. Research Design: We conducted a systematic review of literature on clinical education in audiology and across a wide array of health professions. Through the use of content analysis we identified four elements of the clinical teaching process most critical in examining optimal practices. Results: The elements identified as critical to positive clinical learning outcomes include the establishment of mutual expectations and goals; structured content and delivery of feedback; establishment of a positive instructor/student relationship; and questioning strategies that lead to the development of critical thinking skills. Conclusions: Many disciplines outside of audiology demonstrate robust research activity related to understanding and optimizing the clinical education process. The application of a number of evidence-based clinical teaching principles should allow us to improve student outcomes in audiology. Researchers in our field might consider if and how we should develop our own research literature in clinical education.

scholarly journals Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site

2012 ◽  
Vol 9 (1) ◽  
pp. 38-55
Author(s):  
Erst Carmichael ◽  
◽  
Helen Farrell ◽  
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Review Of Literature ◽  
Approach To Learning ◽  
The University ◽  
Critical Thinker

A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the complexity of the concept of critical thinking and the assumptions about students’ technological skills are debatable issues that require clarification and evidence-based research in terms of teaching and learning. This paper reports on a case study of an online Blackboard site at the University of Western Sydney, where analysis of patterns of usage of the online site and qualitative analysis of student feedback provide evidence to support its effectiveness for encouraging students' critical thinking. There is potential to expand this into a more widely usable teaching and learning resource in the future, and for further research to explore the benefits for student learning.

Clinical Teaching Methods for Stimulating Students' Critical Thinking

2016 ◽  
Vol 1 (11) ◽  
pp. 3-17 ◽  
Author(s):  
Samantha J. Procaccini ◽  
Nancy J. Carlino ◽  
Denise M. Joseph
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Clinical Teaching ◽  
Clinical Decision ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Integral Role ◽  
Language Pathology

Critical thinking is a prerequisite to making any sound clinical decision. Many students entering into the fields of speech-language pathology and audiology are not equipped with the necessary critical thinking skills to formulate evidence-based clinical decisions. Clinical educators play an integral role in facilitating the development of students' critical thinking skills. Most clinical educators recognize the significance of, and implications for implementing teaching methods which foster critical thinking. However, many clinical educators demonstrate uncertainty about which methods to employ and how to implement such methods. This article will discuss the selection and implementation of effective teaching methods for developing students' critical thinking.

scholarly journals Reflections: The Responsibility of Doctoral Nurses to Lead a Change in Practice

Aquichan ◽  
2021 ◽  
Vol 21 (2) ◽  
pp. 1-8
Author(s):  
Elizabeth A Rosser
Keyword(s):  
Strategic Change ◽  
Critical Mass ◽  
Leadership Skills ◽  
Thinking Skills ◽  
Evidence Base ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Training Experience ◽  
New Ways Of Working ◽  
Quality Of Patient Care

This paper aims to consider the responsibilities of doctoral nurses to lead changes in practice through a very personal reflection of over 52 years in nursing. The reflective learning moves from an early training experience where I learned to ‘do’ to becoming a nursing professor with a doctoral qualification and an ‘evidence-based doer.’ The change witnessed has been considerable. As the highest educated professional, I have learned that doctoral nurses are responsible for leading and directly influencing clinical practice, either as a practitioner, an educator, or a researcher. They are capable of encouraging the development of critical thinking skills and helping practitioners to be curious, take risks with ideas, identify gaps in the evidence base, and be creative in their problem-solving. If the strategic vision for nurses globally is to provide the best quality of patient care, then evidence-based practice is key to leading from the head, hand, and heart. Doctoral nurses understand the patient benefits of a high staff-to-patient ratio and having a critical mass of university qualified nurses and must strive to influence policy to this effect. As each country, particularly in Latin America, develops a critical mass of doctorally qualified nurses, then they can harness their innovation, create new ways of working, attract them back into practice, and strengthen their political voice to lead strategic change. Doctoral nurses must develop their leadership skills and their confidence to lead. They have a responsibility to realise their potential and identify the opportunities to really make a difference.

scholarly journals IMPLEMENTASI MODUL IPA BERBASIS ETNOSAINS MASYARAKAT BENGKULU MATERI PENGUKURAN MELALUI DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA

2020 ◽  
Vol 3 (3) ◽  
pp. 232-238
Author(s):  
Indra Sakti ◽  
Aprina Defianti ◽  
Nirwana Nirwana
Keyword(s):  
Critical Thinking ◽  
Standard Deviation ◽  
Action Research ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Research Activity ◽  
Post Test ◽  
Classroom Action Research

ABSTRAK Telah dilakukan Penelitian Tindakan Kelas untuk mengimplementasikan modul IPA berbasis etnosains masyarakat Bengkulu melalui Discovery Learning untuk meningkatkan keterampilan berpikir kritis mahasiswa Program Studi Pendidikan IPA FKIP Universitas Bengkulu yang mengambil mata kuliah IPA 1. Kegiatan penelitian ini  dilakukan dua siklus dengan dua kali pertemuan. Setiap siklus terdiri dari empat langkah penelitian yaitu perencanaan, tindakan, observasi, dan refleksi. Perangkat pembelajaran terdiri dari (1) RPP model Discovery Learning; (2) Modul IPA berbasis etnosains Masyarakat Bengkulu materi Pengukuran; (3) LKPD; (4) instrumen penilaian Aktivitas dan Keterampilan Berpikir Kritis. Teknik analisis data menggunakan analisis deskriptif. Hasil penelitian yang diperoleh adalah adanya peningkatan Keterampilan Berpikir Kritis  Mahasiswa melalui pre test dan post test.  Pada siklus I,  rata-rata pretes adalah sebesar 71,92 dengan standar deviasi sebesar 6,01 dan postes sebesar 75,77 dengan standar deviasi sebesar 4,75. Pada siklus II, rata-rata pretes adalah sebesar 80,19 dengan standar deviasi sebesar 4,75 dan rata-rata postes sebesar 83,85 dengan standar deviasi sebesar 4,83. Dari hasil tersebut dapat dibandingkan bahwa peningkatan siklus II  lebih besar dibandingkan dengan siklus I. Peningkatan kemampuan berpikir kritis mahasiswa pada siklus I sebesar 58,69 dan siklus II sebesar 63,45. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa penerapan Modul IPA Berbasis Etnosains Masyarakat Bengkulu melalui Discovery Learning dapat meningkatkan keterampilan berpikir kritis mahasiswa. Kata kunci: Classroom Action Research, Modul, Etnosains, Discovery Learning, Kemampuan Berpikir Kritis. ABSTRACT A Classroom Action Research has been carried out to implement a science module based on the ethnoscience of the Bengkulu people through discovery learning to improve the critical thinking skills of students of the Program Studi Pendidikan IPA FKIP Universitas Bengkulu who take the IPA 1 course. This research activity was carried out in two cycles with two meetings. Each cycle consists of four research steps, namely planning, acting, observing, and reflecting. The learning tools consist of (1) RPP Discovery Learning model; (2) Science module based on Bengkulu Community ethnoscience measurement material; (3) LKPD; (4) assessment instruments for Critical Thinking Skills and Activities. The data analysis technique used descriptive analysis. The results obtained were an increase in students' critical thinking skills through the pretest and posttest. In the first cycle, the average pretest was 71.92 with a standard deviation of 6.01 and post-test was 75.77 with a standard deviation of 4.75. In cycle II, the average pretest was 80.19 with a standard deviation of 4.75 and the average post-test was 83.85 with a standard deviation of 4.83. From these results it can be compared that the increase in cycle II is greater than that of cycle I. The increase in students' critical thinking skills in cycle I is 58.69 and cycle II is 63.45. Based on these results, it can be concluded that the application of the Bengkulu Community Ethnoscience-Based Science Module through discovery learning can improve students' critical thinking skills. Keywords: Classroom Action Research, Module, Ethnoscience, Discovery Learning, Critical Thinking Skills. 

ARAUCARIA: SOFTWARE FOR ARGUMENT ANALYSIS, DIAGRAMMING AND REPRESENTATION

2004 ◽  
Vol 13 (04) ◽  
pp. 961-979 ◽  
Author(s):  
CHRIS REED ◽  
GLENN ROWE
Keyword(s):  
Argument Structure ◽  
Thinking Skills ◽  
Academic Community ◽  
Ease Of Use ◽  
Critical Thinking Skills ◽  
Research Activity ◽  
Open Standard ◽  
Platform Independence ◽  
Support Of Research ◽  
Dialogic Interaction

Argumentation theory involves the analysis of naturally occurring argument, and one key tool employed to this end both in the academic community and in teaching critical thinking skills to undergraduates is argument diagramming. By identifying the structure of an argument in terms of its constituents and the relationships between them, it becomes easier to critically evaluate each part of an argument in turn. The task of analysis and diagramming, however, is labor intensive and often idiosyncratic, which can make academic exchange difficult. The Araucaria system provides an interface which supports the diagramming process, and then saves the result using AML, an open standard, designed in XML, for describing argument structure. Araucaria aims to be of use not only in pedagogical situations, but also in support of research activity. As a result, it has been designed from the outset to handle more advanced argumentation theoretic concepts such as schemes, which capture stereotypical patterns of reasoning. The software is also designed to be compatible with a number of applications under development, including dialogic interaction and online corpus provision. Together, these features, combined with its platform independence and ease of use, have the potential to make Araucaria a valuable resource for the academic community.

Korean Nursing Students' Acquisition of Evidence-Based Practice and Critical Thinking Skills

2018 ◽  
Vol 57 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Sang Suk Kim ◽  
Eun Joo Kim ◽  
Ji Young Lim ◽  
Geun Myun Kim ◽  
Hee Chong Baek
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Evidence Based Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based

scholarly journals Strengthening Critical Thinking Skills Among Muslims Students

ICR Journal ◽  
2010 ◽  
Vol 1 (4) ◽  
pp. 649-665
Author(s):  
Abdul Karim Abdullah (Leslie Terebessy)
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Review Of Literature ◽  
Muslim Students

The intention of this article is to reflect on how critical thinking among Muslim students could be enhanced. After a survey of key qur’anic verses related to thinking, a review of literature follows. Thinking and critical thinking, as well as their relationship to one another are explored next. Various activities in which critical thinking plays a key role are highlighted. Reasons for the weakness in critical thinking are examined in the following section. The conclusion contains recommendations for the improvement of critical thinking skills among Muslim students.  

scholarly journals Developing critical thinking skills

Curationis ◽  
1992 ◽  
Vol 15 (3) ◽  
Author(s):  
U. Kyriacos
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Clinical Teaching ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Conference Paper ◽  
Education Association ◽  
Paper Address

Conference paper. Address delivered at the Nursing Education Association Conference on Clinical Teaching: Broederstroom - March 1992

scholarly journals IMPLEMENTASI MEDIA MONOPOLI INVERS DENGAN PENDEKATAN SAINTFIK UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KERJA SAMA SISWA

2020 ◽  
Vol 9 (1) ◽  
pp. 30
Author(s):  
Dewita Fitri Anti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Action Observation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Activity ◽  
Student Activities ◽  
Average Value ◽  
Classroom Action Research ◽  
The Difference

AbstrakLatar belakang penelitian ini adalah rendahnya keterampilan berpikir kritis siswa untuk mengerjakan soal yang bersifat analisis dan kerja sama siswa untuk berdiskusi memecahkan suatu permasalahan di kelas IV SD Negeri 3 Kaliori. Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis dan kerja sama siswa menggunakan media Monopoli Invers pada tema 7 yaitu indahnya keragaman di negeriku. Metode penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, setiap siklusnya terdiri dari dua pertemuan. Setiap siklus dari kegiatan penelitian tindakan kelas ini memiliki empat tahapan yang dilaksanaan yaitu perencanaan, tindakan, pengamatan, dan refleksi. Subjek penelitian ini yaitu seluruh siswa kelas IV yang berjumlah 19 siswa yang teridiri dari 10 siswa laki-laki dan 9 siswa perempuan. Instrumen yang digunakan adalah lembar observasi aktivitas guru dan siswa, lembar observasi kerja sama siswa dan lembar evaluasi keterampilan berpikir kritis siswa. Hasil penelitian menunjukkan adanya peningkatan keterampilan berpikir kritis siswa yang dilihat dari nilai rata-rata siswa pada siklus I yaitu 60,78 dengan kriteria cukup baik menjadi 81,05 dengan kriteria sangat baik pada siklus II. Hasil penelitian pada kerja sama siswa juga menunjukkan adanya peningkatan kerja sama siswa yang diperoleh dari hasil lembar observasi kerja sama siswa pada siklus I yaitu 76,20 dengan kriteria baik meningkat pada siklus II menjadi 92,31 dengan kriteria sangat baik.Kata Kunci: media monopoli invers, keterampilan berpikir kritis dan kerja sama.AbstractThe background of this research is the low critical thinking skills of students to work on task analysis questions and student collaboration to solve problems in class IV of SD Negeri 3 Kaliori. This study aims to improve critical learning and cooperation between students using the media of Inversion Monopoly on theme 7, namely the beauty of the difference in my country. The method of this research is Classroom Action Research (CAR) conducted in two cycles, each cycle consisting of two meetings. Each cycle of this classroom action research activity has four steps implemented, namely planning, action, observation, and reflection. The subjects of this study were all fourth grade students who received 19 students consisting of 10 male students and 9 female students. The instruments used were observation sheets of teacher and student activities, student cooperation observation sheets and student critical thinking skills assessment sheets. The results showed differences in students seen in the average value of students in the first cycle of 60.78 with the criteria quite good to 81.05 with very good criteria in the second cycle. The results of the research on student cooperation also showed an increase in the results of student cooperation obtained from the results of collections of student cooperation in the first cycle of 76.20 with the improvement criteria in the second cycle being 92.31 with very good criteria.Keywords: inverse monopoly media, critical thinking skills and cooperation. 

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