Critical thinking cards: An innovative teaching strategy to bridge classroom knowledge with clinical decision making

2016 ◽  
Vol 11 (3) ◽  
pp. 108-112
Author(s):  
Cindra Holland ◽  
Deborah Ulrich
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Clinical Decision Making ◽  
Teaching Strategy ◽  
Clinical Decision ◽  
Innovative Teaching ◽  
Innovative Teaching Strategy

scholarly journals Critical thinking: concept analysis from the perspective of Rodger's evolutionary method of concept analysis

2016 ◽  
Vol 24 (0) ◽  
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Vilanice Alves de Araújo Püschel
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Clinical Judgment ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Concept Analysis ◽  
Cognitive Skill ◽  
Related Factor ◽  
Evolutionary Perspective ◽  
Analytical Thinking

ABSTRACT Objective: to analyze the concept of critical thinking (CT) in Rodger's evolutionary perspective. Method: documentary research undertaken in the Cinahl, Lilacs, Bdenf and Dedalus databases, using the keywords of 'critical thinking' and 'Nursing', without limitation based on year of publication. The data were analyzed in accordance with the stages of Rodger's conceptual model. The following were included: books and articles in full, published in Portuguese, English or Spanish, which addressed CT in the teaching and practice of Nursing; articles which did not address aspects related to the concept of CT were excluded. Results: the sample was made up of 42 works. As a substitute term, emphasis is placed on 'analytical thinking', and, as a related factor, decision-making. In order, the most frequent preceding and consequent attributes were: ability to analyze, training of the student nurse, and clinical decision-making. As the implications of CT, emphasis is placed on achieving effective results in care for the patient, family and community. Conclusion: CT is a cognitive skill which involves analysis, logical reasoning and clinical judgment, geared towards the resolution of problems, and standing out in the training and practice of the nurse with a view to accurate clinical decision-making and the achieving of effective results.

scholarly journals 1312. Division Divided: Using Debate as an Educational Tool to Teach Evidence-Based Clinical Decision-Making

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S401-S401
Author(s):  
Jennifer O Spicer ◽  
Varun K Phadke
Keyword(s):  
Critical Thinking ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Faculty Members ◽  
Case Conference ◽  
Multiple Choice Questions ◽  
Innovative Teaching ◽  
Attitudes And Practices ◽  
The Impact ◽  
Better Than

Abstract Background In medical education, there has been a push to implement innovative teaching techniques that encourage critical thinking rather than just knowledge dissemination. Debate promotes critical thinking by challenging individuals to consider alternate viewpoints, which could make it an ideal format to review the evidence relevant to common clinical dilemmas in infectious diseases (ID). We describe a pilot of one such debate format in our ID fellowship program. Methods We reviewed literature regarding the effectiveness of ceftriaxone for outpatient antibiotic therapy (OPAT) in methicillin-susceptible Staphylococcus aureus (MSSA) osteoarticular infections. The evidence was presented as a structured debate in place of our weekly case conference. Pre- and post-session surveys containing multiple choice questions and Likert items were administered to assess the impact of the debate on attendees’ knowledge, attitudes, and practices on this topic along with their attitudes toward the debate format. Differences between pre- and post-session surveys were analyzed using paired t-tests and McNemar’s test. Results At the first debate 33 residents, fellows, and faculty members were present, and 24 (73%) completed both the pre- and post-session surveys. Attendees demonstrated significant improvement between the pre- and post-session knowledge questions, which covered the following topics: study design of articles supporting ceftriaxone use (31% vs. 62%, P = 0.008), appropriate method to assess ceftriaxone susceptibility (64% vs. 100%, P = 0.004), and whether the inoculum effect applies to ceftriaxone (35% vs. 77%, P = 0.003). After the debate, attendees were more willing to use ceftriaxone (P = 0.001) and felt more familiar with the literature (P < 0.001). The post-session survey showed that individuals both enjoyed the format and found it effective (Figure 1). Most individuals stated that they were either extremely likely (85%) or likely (8%) to attend if this format was used again. Written comments included “strongly recommend continuing this format” and “much better than regular case conference with more discussion and critical thinking.” Conclusion Debate appears to be an effective and enjoyable format to teach clinical controversies in ID. Disclosures All authors: No reported disclosures.

Breaking the Cycle of Shame: Socratic Teaching Methods to Enhance Critical Thinking

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. 77-94
Author(s):  
Millicent Carvalho-Grevious
Keyword(s):  
Critical Thinking ◽  
Phenomenological Study ◽  
Teaching Strategy ◽  
Cognitive Learning ◽  
Basic Knowledge ◽  
Innovative Teaching ◽  
Course Materials ◽  
Socratic Questioning ◽  
Engagement Assessment ◽  
Innovative Teaching Strategy

This phenomenological study examines the process of increasing the critical thinking proficiency of academically underprepared millennial BSW students using the Paideia Socratic Seminar (PSS). This study explores both students’ dispositions toward engaging in critical thinking and what occurs when they do not fully comprehend or read course materials. Additionally, it explores how students manage the pressures of coursework and the conflict management methods they use. PSS is an innovative teaching strategy for increasing students’ critical thinking based on Socratic questioning. The setting is the author’s “Seminar in Helping” course, which is the first of five practice courses for BSW students. This course introduces the generalist intervention model of engagement, assessment, planning, implementation, evaluation, termination, and follow-up, and focuses on intellectual and social learning that increases critical thinking competency. Blackboard instructional methods supported basic knowledge instruction, and classroom discussions focused on higher-level cognitive learning.

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