Development of Attitude through Critical Thinking

Rashid, Sumaira; Qaisar, Shahzada

doi:10.30971/pje.v34i1.189

Cited by 6 publications

(6 citation statements)

References 9 publications

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“…Furthermore, role-play provides students with the opportunity to interact with their peers and facilitators, promote knowledge and kinesthetic learning, develop a professional identity, and improve communication and motivation. [18][19][20] These attributes are all critical for functioning in the DR environment and should therefore be prioritised when the CP programme design is considered.…”

Section: Discussionmentioning

confidence: 99%

“…The literature in education and healthcare describes role play as beneficial to develop critical thinking as scenarios may demonstrate the real‐life situations students may encounter in the workplace. Furthermore, role‐play provides students with the opportunity to interact with their peers and facilitators, promote knowledge and kinesthetic learning, develop a professional identity, and improve communication and motivation 18–20 . These attributes are all critical for functioning in the DR environment and should therefore be prioritised when the CP programme design is considered.…”

Section: Discussionmentioning

confidence: 99%

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Clinical preparedness programme as perceived by first‐year diagnostic radiography students in South Africa

Thomas,

Koch

2023

J of Medical Radiation Sci

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IntroductionThere is an increasing emphasis on exploring ways to improve students' transition from the classroom into the clinical environment. Diagnostic radiography (DR) students undergo rigorous theoretical and practical training before they are exposed to the clinical environment. It has been found that when DR students commence clinical learning in the workplace for the very first time, they experience difficulties in this transition. At the site of investigation, a newly integrated and dedicated clinical preparedness (CP) programme was offered; however, little is known about the DR students' perceptions of this programme.MethodsA qualitative approach coupled with a self‐developed, cross‐sectional research tool was employed. First‐year DR students were purposefully sampled against the inclusion and exclusion criteria. The principle of voluntary participation was upheld throughout the data collection process. The data were analysed using Braun and Clarke's six steps of thematic analysis.ResultsForty‐two responses were collected. Following a thematic analysis, two overarching themes were developed, namely: (1) reflections on the CP programme and (2) suggestions for future CP programmes.ConclusionThis study demonstrated the need for effective CP programmes as an approach to ease the transition of first‐year DR students from the classroom into the clinical environment. Several suggestions, for example, an extended CP programme and a clinical information pack were made for the offering of similar programmes in the future.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Clinical preparedness programme as perceived by first‐year diagnostic radiography students in South Africa

Thomas,

Koch

2023

J of Medical Radiation Sci

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“…They have restricted themselves to old teaching strategies and are not focusing to improve their knowledge about educational theories and principles and their effective application 2,10 . They do not know the art of higher order open ended questioning 14,20 rather focus mainly on lower order cognitive questions and mere transferring of information 8,21 . They do not give enough wait time after asking an open ended question to students for reply 14 .…”

Section: Discussionmentioning

confidence: 99%

Faculty and its Impact on Critical Thinking Abilities of Undergraduate Medical Students – A Delphi Study

Muqeem¹,

Sajid²,

Arshad³

et al. 2022

PJMHS

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Aim: To identify individual skills/attitude of faculty which influence fostering of critical thinking in undergraduate medical students Study Design: Modified Delphi Study Place and Duration of study: This study was carried out at University of Lahore from October 2018 to April 2019. Methodology: Delphi Study was used to develop consensus. Experts were MME/MHPE/ MCPS HPE qualified faculty members with 03 years of teaching experience. A draft questionnaire was developed on Google Forms after thorough literature review and sent to 05 experts for Pilot Study, construct validation and cognitive pretesting. A Wait Time of 04 weeks, rating of questions on 5 point Likert Scale and consensus criteria of 80% were defined before the start of study. SPSS 25 was used for data analysis. During 1st Round, draft questionnaire was amended in the light of opinion of experts to open ended questions and was sent to all the participants for their response. During 2nd Round, a new questionnaire was developed after data analysis and duly amended questionnaire was sent to the participants of Round 1. Results: A total of 27 experts were enrolled in the study. 17 experts (62.96%) responded during the first round. Consensus was achieved for 13 items (65%) out of 20. In the 2nd round, 15(88.23%) out of 17 responded. Consensus was achieved for all 7 items (100%). The study revealed that majority of our faculty lacks proper training and does not possess knowledge about various educational theories / principles and their application. They do not know how to act as facilitator, conduct tutorials, ask high order questions, reflect and provide constructive feedback. They do not give enough wait time to students after asking an open ended / higher order question. They are over committed with administrative work besides teaching. Conclusion: Individual skills / attitude of faculty hamper fostering of CT in undergraduate medical students. They are mainly due to lack of formal faculty training which should be addressed not only in the medical institutions but in the pre-medical schools as well to inculcate higher order critical thinking skills in students. Keywords: Critical Thinking (CT), Undergraduate Medical Students, Faculty, Reflections, Feedback

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“…Como estratégias de ensino-aprendizagem foram utilizados: a sala de aula invertida (flipped classroom) 19 , que propõe leituras prévias (em casa) para a discussão no coletivo; jogo de papéis (role play) 20 , em que os participantes são convidados a atuar em determinado contexto, interpretando um papel específico; exposição de conteúdos e informações (aula expositiva-dialogada); discussão em plenária; e síntese. Além disso, foram usados materiais para a construção dos produtos (folhas de flipchart e canetas), como ilustrações, fluxogramas e textos.…”

Section: Planejamento E Organização Do Projeto De Extensão Universitáriaunclassified

Fortalecimento da Rede Nacional de Atenção Integral à Saúde do Trabalhador pela mobilização social: relato de experiência

Cavinatto,

Santos,

Moriguchi

et al. 2024

Rev. bras. saúde ocup.

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Resumo Introdução: a participação social é o pilar da implementação da Política Nacional de Saúde do Trabalhador e da Trabalhadora que estabelece as ações de atenção à Saúde do Trabalhador no Sistema Único de Saúde, a partir da Rede Nacional de Atenção Integral à Saúde do Trabalhador (Renast). Objetivo: descrever a parceria ensino-serviço para fortalecer a atenção à Saúde do Trabalhador em um município, em consonância com os princípios da Renast, a partir da formação e mobilização social em saúde. Métodos: trata-se de um relato do projeto de extensão desenvolvido por demanda da Comissão Intersetorial de Saúde do Trabalhador e da Trabalhadora municipal. Foram realizadas três oficinas de trabalho que utilizaram o diálogo em grupos de discussão como método para produção de conhecimento associado a estratégias de ensino-aprendizagem. Resultados: profissionais de saúde, estudantes, trabalhadores e representantes de entidades participaram das oficinas, que versavam sobre: organização da Renast; a epidemiologia e papel dos diversos atores para fortalecimento da Renast; a articulação intra e intersetorial da Renast, suas fragilidades e potencialidades; e a relevância de cada ator no sentido de mobilizá-los para mudança de suas realidades. Conclusão: as oficinas apresentaram-se como estratégia possível de formação e ponto de partida, visando à mobilização social para fortalecer a Renast.

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Development of Attitude through Critical Thinking

Cited by 6 publications

References 9 publications

Clinical preparedness programme as perceived by first‐year diagnostic radiography students in South Africa

Clinical preparedness programme as perceived by first‐year diagnostic radiography students in South Africa

Faculty and its Impact on Critical Thinking Abilities of Undergraduate Medical Students – A Delphi Study

Fortalecimento da Rede Nacional de Atenção Integral à Saúde do Trabalhador pela mobilização social: relato de experiência

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