The article by Kraus, Sears, & Burke (2013) describe a model to facilitate critical thinking by incorporating nine modules in a regular college course. The article also summarizes the results of the preliminary study supporting the effectiveness of the module in facilitating critical thinking. This model to facilitate critical thinking is based on Bernstein’s (2007) steps for critical facilitating thinking: thinking about the claim; evaluating evidence, considering alternative interpretations of the evidence, and drawing conclusions. The model also intended to eliminate barriers to critical thinking that are identified by Myers (2009) such as biases, emotional reasoning, overuse of personal experience and reliance on authority. The model consists …show more content…
The paranormal phenomenon was one of the controversial topics used in one of these modules. The study used the Watson–Glaser Critical Thinking Appraisal, Form S (WGCTA) as an outcome measure. However, the pre and post testing indicates no changes on the Watson–Glaser Critical Thinking Appraisal scores. Therefore, the model was modified for the consequent to include 10 minutes per week of deductive reasoning practice. In addition, new topics based on students’ interests and relevance were …show more content…
Occupational therapist students receive direct and indirect education through didactic and fieldwork education to develop clinical reasoning skills. The accessibility of the resources and research studies has opened up a vault of knowledge. However, the critical thinking is necessary for critically appraising the knowledge and applying it to the clinical situations. The use of the seven steps or questions that authors developed to facilitate critical thinking can be used for developing clinical reasoning skills. However, the topics suggested by the authors may not be as effective. Instead, the use of these questions during clinical fieldwork and the didactic coursework using OT related topics can be used to facilitate critical thinking and more importantly metacognition. The identification of the system level and personal biases, choosing evidence, critically appraising current evidence and decision making based on the evidence require critical thinking skills. Therefore, these seven steps can be used to develop critical thinking required for developing clinical reasoning skills. The use of reflection paper will help the students understand their own thinking process. However, as the MOT students have not formed their opinions about the controversial OT topics this kind of activity would be more beneficial to post-professional and doctoral
The article, “Critical Thinking? You Need Knowledge” by Diane Ravitch, discusses how in the past people have been deprived from the thinking process and abstract thinking skills. Students need to be given more retainable knowledge by their teachers to improve their critical thinking skills. (Ravitch).
Paul, R. and Elder, L., (2008). The Miniature Guide to Critical Thinking-Concepts and Tools, 5th. Ed., Foundation for Critical Thinking Press: Dillon Beach, CA
The author Vincent Ruggiero defines critical thinking in his book Beyond Feelings: A Guide to Critical Thinking, as a “search for answers, a quest.” It is the idea that one does not accept claims, ideas, and arguments blindly, but questions and researches these things before making a decision on them. From what I learned in class, critical thinking is the concept of accepting that there are other people and cultures in this world that may have different opinions. It is being able to react rationally to these different opinions.
Clinical reasoning is an integral component of the occupational therapy profession. It is “the thought process that guides practice” (Rogers, 1983). The ability to effectively problem solve in a clinical work environment is a skill that must be practiced in order to master. In an ever-changing, diverse profession such as occupational therapy, it is imperative to remain knowledgeable and current of any changes or medical advances that may improve clinical competence. Clinical reasoning skills cannot be mastered solely with a textbook filled with examples of diagnoses and treatment interventions. Clinical competence is built on experience and opportunities to apply knowledge and learn from mistakes in a hands-on environment. Despite being exposed
In general, as shown by analysis of the literature, there are three stages of critical thinking research. The first stage was within 1970-1982. During this period, researchers paid their attention to the importance of logical thinking, believing that it formed the core of critical thinking (Reichenbach, 2000). E. Glaser developed training program of critical thinking, which addressed
Once again, the author defines critical thinking as “...evaluation. Critical thinking, therefore, may be defined as the process by which we test claims and arguments and determine which have merit and which do not. In other words, critical thinking is a search for answers, a quest. (19)”. The author defines critical thinking as proposing questions and seeking answers, also inspecting arguments and claims that are tied to the issue. Applied to the school curriculum, the course would entail critical thinking and evaluation of judgements and perceptions of acceptable values and conduct towards others. Employing critical thinking and analysis into the class curriculum, students then also grow to become more mature in their decisions as critical thinkers. Various traits of critical thinkers are listed by Ruggiero, where he states that experienced thinkers are honest with themselves and their own limited knowledge, see problems and issues as intellectual challenges, remain patient yet curious, draw conclusions from logic rather than personal emotion, open-minded, and think before acting (21-22). These listed traits are all extremely beneficial to the development of the student’s personalized conscience and would only broaden their internal horizons for understanding their moral
Critical thinking is an important aspect of an individual’s daily life, regardless of an ethnicity, gender, or age. The individual, who has a strong sense of critical thinking skills, has a sense of inquisitiveness, finding an inventive solution to a problem or issue that he or she may be faced with. Critical thinking is used on an individual’s personal life he or she as well will use his or her critical thinking skills on a professional level. In the following paper the discussion of what critical thinking is as well as discusses the “University of Phoenix’s” decision making model, and how critical thinking skills can help us make a crucial decision. The subsequent paragraphs will also discuss the significance of as well as the benefits of critical thinking.
While the semester is over and the deadline has expired, I thought I would write this to express my true intended thoughts.
Browne, Keely, McCall and Kaplan, refers to critical thinking as a "Systematic evaluation of arguments based on explicit rational criteria (1998, p.IX)." The authors go on to state that "critical thinking refers to the following: awareness of a set of interrelated critical questions, ability to ask and answer critical questions at appropriate times and the desire to actively use the critical questions (1998, p. 4)."
Chris had just been promoted as an Executive Assistant for Pat the CEO, Chief Executive Officer, of Faith Community Hospital. Pat had given Chris her very first assignment on her first day of work as an executive assistant and that was to gather information so that Pat can present the issues to the board of directors. Faith Hospital is faced with issues that needed attention and the board of directors must be notified of the issues so that a solution can be remedy to help the hospital stay in business.
Critical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills.
Paul R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
What is not easily recognized is the fact that the very fabric of life is dependent on the ability to think properly and make good decisions. Improper thinking is costly in the quality of life and monetarily. The result of a critical thinker that has worked to cultivate proper thinking skills includes: the ability to ask vital questions and to identify problems with clarity. A critical thinker also collects relevant information while effectively interpreting it, thinks with an open mind, uses alternative systems of thought, and understands how to communicate while working to formulate a strong solution. In summary, critical thinking is self-disciplined, self-monitored, and self-corrective thinking. Above all else, the standards of excellence are rigorous, and it entails the prospect of overcoming the challenge of sociocentrism and
Rudd, R. (2007). Defining critical thinking. Techniques: Connecting Education & Careers, 82(7) 46-49. Retrieved December 9, 2007, from EBSCOhost database.
In his essay Critical Thinking: What Is It Good For? (In Fact, What Is It), Howard Gabennesch explains the importance of critical thinking by drawing attention to how its absence is responsible for societies many ills including, but not limited to, the calamity in Vietnam. Yet, at the end of his essay, Gabennesch also mentions that, despite “the societal benefits of critical thinking, at the individual level, uncritical thinking offers social and psychological rewards of its own.”(14). Similarly, it is these rewards that, like the bait on a fishhook, often make individuals hesitant to engage in critical thinking despite the resulting harm to both them and society.