scholarly journals Investigating the Correlation Between Pharmacy Student Performance on the Health Science Reasoning Test and a Critical Thinking Assignment

2017 ◽  
Vol 81 (2) ◽  
pp. 24 ◽  
Author(s):  
Adwoa O. Nornoo ◽  
Jonathan Jackson ◽  
Samantha Axtell
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Health Science ◽  
Pharmacy Student ◽  
Science Reasoning ◽  
Reasoning Test

Examination of Clinical Internship Impact on Critical Thinking Utilizing the Health Science Reasoning Test

2019 ◽  
Vol 152 (Supplement_1) ◽  
pp. S99-S100
Author(s):  
Catherine Smith ◽  
Jason Key ◽  
Michael Anders
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Health Science ◽  
Medical Laboratory ◽  
Science Students ◽  
Science Reasoning ◽  
Laboratory Science ◽  
Reasoning Test ◽  
The Impact ◽  
Clinical Internship

Abstract Introduction The Health Science Reasoning Test (HSRT) is a validated instrument to assess critical thinking skills and is specifically calibrated for trainees in undergraduate and graduate health science educational programs. The objective of this study was to examine the association of scores on the HSRT with clinical internship education in laboratory science students. Methods In March 2019, assessment of clinical reasoning skills by the HSRT was administered to 29 laboratory science students in the following programs: medical laboratory science and cytotechnology. As this was a pretest/posttest design, the HSRT was also administered after the completion of a 5-week clinical internship. Results Significant positive correlations were found between clinical internship education and HSRT scores. Changes in the HSRT scores occurred in overall scores and in the subdomains of deduction, evaluation, and inference after the students completed the 5-week clinical internship. Conclusion Clinical internships are an opportunity for students to develop critical thinking by participating in higher levels of learning objectives, including application, analysis, synthesis, and evaluation. However, the impact of clinical internships on critical thinking is unknown, and this study has shown a significant improvement in HSRT scores following student participation in a 5-week clinical internship. The HSRT was useful in measuring the association and impact of clinical internship education and critical thinking. Therefore, it is reasonable to conclude clinical internships are valuable educational experiences fostering critical thinking in laboratory science students.

Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

2004 ◽  
Vol 28 (3) ◽  
pp. 102-104 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Subramanya Upadhya ◽  
Sharmila Torke ◽  
K. Ramnarayan
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Case Studies ◽  
Teaching Strategy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Undergraduate Medical Students ◽  
Life Problems ◽  
Motivation For Learning

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before ( exam 1) and one after ( exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 ( P < 0.0001). Feedback from students indicated that this method was useful and challenging.

scholarly journals Critical Thinking in Health Sciences and How It Pertains to Sonography Education: A Review of the Literature

2020 ◽  
Vol 36 (3) ◽  
pp. 244-250
Author(s):  
Brandy Weidman ◽  
Helen Salisbury
Keyword(s):  
Critical Thinking ◽  
Professional Practice ◽  
Cognitive Abilities ◽  
Thinking Skills ◽  
Health Sciences ◽  
Critical Thinking Skills ◽  
Review Of The Literature ◽  
Reasoning Test ◽  
Health Sciences Students ◽  
Different Levels

Objective: Critical thinking is an important skill that sonographers must develop beginning in educational programs and into professional practice. Critical thinking requires students to reflect on information, use judgment skills, and engage in higher levels of thinking, including analysis, interpretation, inference, evaluation, and explanation, to formulate reliable decisions. Methods: Current research related to critical thinking has focused on medicine, nursing, physical therapy, pharmacy, and dental programs, but there has been no description of assessing sonography students. The Dreyfus model has been used as a framework to describe acquired skills that reflects students’ progress from novice to expert clinicians. This model illustrates specific cognitive abilities that students develop as they advance in education. Results: This review of the literature describes critical thinking skills coupled with a framework to understand different levels of cognitive thinking, as well as how it can be assessed. Conclusion: To understand differences between undergraduate sonography students and experts, the Dreyfus model is an excellent model to recognize progression. It can be used with the Health Sciences Reasoning Test, which is a nationally recognized critical thinking examination that can ascertain different levels of health sciences students’ critical thinking skills.

scholarly journals New Innovative Peripheral Insertion Method of I.V. Cannula

2020 ◽  
Vol 8 (2) ◽  
pp. 32
Author(s):  
Gabriela Stefkova ◽  
Maria Zamboriva
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Clinical Training ◽  
Healthcare Professionals ◽  
Healthcare Providers ◽  
General Medicine ◽  
Critical Dimension ◽  
Venous Access ◽  
University Education ◽  
Innovative Method

AbstractObjective: Effective practice is increasingly seen as a critical dimension of the professional development of healthcare professionals. Reducing the number of punctures when placing an intravenous (I.V.) cannula reduces pain and further suffering for the patient. At the same time, the proper technique of I.V. cannulas save time for healthcare providers. Background: The method of securing venous access by intravenous cannula is part of the teaching of medical and nursing study programs. Critical thinking is the basic skill necessary to assess any information, explain the causes and the ability to solve problems. University education develops this skill through strategic teaching of simulation methods. Methods: In connection with new information of the method of I.V. cannulas by “magic movement”, we decided to use the Core model for critical reflection designed by Cottrell (2010), to evaluate new techniques in preclinical education of students from general medicine and nursing on I.V. cannulation in simulation laboratories. Results: The results have shown that student performance levels will be increased by applying critical thinking and simulation as an option for integrated pre-clinical training for future healthcare professionals. Conclusion: Innovative method of introducing peripheral I.V. cannula provides a framework to guide curriculum development and teaching strategies as well as to support the advance of cognitive and empirical skills of healthcare professionals. A new technique for applying “magic movement” of I.V. cannula we innovate the curriculum of basic nursing practices while contributing to the development of evidence-based practice.Key words: Intravenous catheter, Innovative method “magic movement”, Critical thinking, Simulation laboratories.

scholarly journals Aligning Goals, Assessments, and Activities: An Approach to Teaching PCR and Gel Electrophoresis

2008 ◽  
Vol 7 (1) ◽  
pp. 96-106 ◽  
Author(s):  
Allison R. Phillips ◽  
Amber L. Robertson ◽  
Janet Batzli ◽  
Michelle Harris ◽  
Sarah Miller
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Gel Electrophoresis ◽  
Cell Biology ◽  
Genetically Modified Organisms ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Goals ◽  
Biological Concepts ◽  
Biology Lab

Polymerase chain reaction (PCR) and gel electrophoresis have become common techniques used in undergraduate molecular and cell biology labs. Although students enjoy learning these techniques, they often cannot fully comprehend and analyze the outcomes of their experiments because of a disconnect between concepts taught in lecture and experiments done in lab. Here we report the development and implementation of novel exercises that integrate the biological concepts of DNA structure and replication with the techniques of PCR and gel electrophoresis. Learning goals were defined based on concepts taught throughout the cell biology lab course and learning objectives specific to the PCR and gel electrophoresis lab. Exercises developed to promote critical thinking and target the underlying concepts of PCR, primer design, gel analysis, and troubleshooting were incorporated into an existing lab unit based on the detection of genetically modified organisms. Evaluative assessments for each exercise were aligned with the learning goals and used to measure student learning achievements. Our analysis found that the exercises were effective in enhancing student understanding of these concepts as shown by student performance across all learning goals. The new materials were particularly helpful in acquiring relevant knowledge, fostering critical-thinking skills, and uncovering prevalent misconceptions.

A Meta-Analysis of the Validity of the Pharmacy College Admission Test (PCAT) and Grade Predictors of Pharmacy Student Performance

2005 ◽  
Vol 69 (3) ◽  
pp. 51 ◽  
Author(s):  
Nathan R. Kuncel ◽  
Marcus Credé ◽  
Lisa L. Thomas ◽  
David M. Klieger ◽  
Stephanie N. Seiler ◽  
...  
Keyword(s):  
Student Performance ◽  
Meta Analysis ◽  
College Admission ◽  
Pharmacy Student ◽  
Admission Test

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.

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