Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills

Nurakhir, Asih; Palupi, Fiqih Nindya; Langeveld, Cornelia; Nurmalia, Devi

doi:10.14710/nmjn.v10i2.29864

Cited by 13 publications

(12 citation statements)

References 37 publications

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“…On the other hand, research shows that pharmacists indicate that during their education they never had the opportunity to participate in an interpersonal communication classes [ 67 ]. It is also worth noting that communication skills can be taught independently of acquired professional knowledge and with the use of less advanced methods of active learning, such as debates or role-taking [ 68 , 69 ].…”

Section: Discussionmentioning

confidence: 99%

The role of active learning methods in teaching pharmaceutical care – Scoping review

Plewka

Waszyk-Nowaczyk²,

Koczorowska³

et al. 2023

Heliyon

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Section: Discussionmentioning

confidence: 99%

The role of active learning methods in teaching pharmaceutical care – Scoping review

Plewka

Waszyk-Nowaczyk²,

Koczorowska³

et al. 2023

Heliyon

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“…The debates are proved to be an efficient instructional tool to develop analytical thinking abilities in tertiary students (Bacikova, 2018;Nurakhir et al, 2020). This opinion is supported by the statistics drawn from the higher-order thinking tests (Bacikova, 2018;Nureldeen, 2020).…”

Section: Introductionmentioning

confidence: 94%

Enhancing Analytical Thinking in Tertiary Students Using Debates

Spaska¹,

Savishchenko²,

Komar³

et al. 2021

EUROPEAN J ED RES

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The purpose of the study was to identify how debates effected the analytical thinking abilities of tertiary students and how the debates as an instructional approach were perceived by the students. The study used quantitative data collection methods such as tests and observation checklists and qualitative data collection methods such as a focus group discussion. The data was yielded from the measurements of students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills. The pretest and posttest measurements were administered using the test of analytical skills, the quiz entitled "Get Ready to Test Your Analytical Skills!", and the problem-solving test. The study found that the debates improve the students' analytical thinking abilities and are perceived positively by them. The pretest and posttest measurements results, observation reports, and a focus group discussion showed that the debate-driven instructional model brought positive change to students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills which are supported by the statistically significant Mean differences in all the variables. The findings from observations implied that the lessons were organised in a way that could sufficiently challenge the students, engage them in the search of information, and presenting their findings based on the facts and statistics. The results obtained from the students' responses in the outline focus group discussion found that the students appreciated participation in the debates as they associated the experience with job benefits, the practical value of the debates, learning engagement, and research.

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“…4 Students were also socialized to differing viewpoints that foster critical thinking and openness to perspectives other than their own. 2,5 Students provided evidence for faculty by using the ANA Code of Ethics Rubric for Ethical Debate and ethical principles as a guide. 6,14 Each group used relevant evidence from the literature and other supportive documents to construct and support their perspectives and arguments on their ethical dilemma topic.…”

Section: Achieving Learning Outcomesmentioning

confidence: 99%

“…Instead, we strived to keep the debate focused on the assigned topic and encouraged a broad examination of the facets of the dilemma based on the literature, documentation, and evidence review, with the intent to establish a culture that values a difference of opinion and broad-minded thinking as reflected in the literature. 2,3,5 In the final stage of the debate activity, students provided formative feedback about what they had learned or gained from each debate topic. Completion of the team evaluation and debate critique forms allowed the students to self-report new knowledge and insight while reflecting on how the Code guides their responses to clinical experiences and can impact their professional practice.…”

Section: Achieving Learning Outcomesmentioning

confidence: 99%

Debates as an Active Learning Strategy to Enhance Students' Knowledge of Ethics in Professional Nursing Practice and Health Care

Napoléon

Kuchenrither

2023

Nurse Educ

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roblem-solving and critical reflection are hallmark outcomes exhibiting clinical judgment that nurse educators strive to achieve in teaching-learning settings. Debates are an active learning method that facilitates deep thinking, evidence-based literature review, diversity of thought, self-reflection, knowledge attainment, skill acquisition, and team collaboration. 1-5 Carinanos-Ayala et al 4 state that debates are an active learning strategy that encourages thinking critically and communicating effectively and that students project confidence when advocating professional issues. Further, Hartin et al 1 comment that the debate experience contributes to developing independent thinking, leadership, and oral presentation skills. The design of this debate experience fostered the enhancement of these clinical judgment 2 skills in our students, and often, a more insightful perspective emerged from the immersion in the debate process.

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Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills

Cited by 13 publications

References 37 publications

The role of active learning methods in teaching pharmaceutical care – Scoping review

The role of active learning methods in teaching pharmaceutical care – Scoping review

Enhancing Analytical Thinking in Tertiary Students Using Debates

Debates as an Active Learning Strategy to Enhance Students' Knowledge of Ethics in Professional Nursing Practice and Health Care

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