The “Think-Aloud” Method to Promote Student Modeling of Expert Thinking

Gardin, Fredrick A.

doi:10.1123/att.15.4.18

Cited by 9 publications

(9 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A think-aloud interview technique asks participants to verbalize their thoughts as they attempt to solve a problem. 15,19 Each interview took place in person at the home institution of each participant. No time restraints were placed on each interview; however, the average completion time was 41 minutes.…”

Section: Methodsmentioning

confidence: 99%

“…2,13,14 Interconnecting knowledge structures in specific situations can be learned and practiced in laboratory and clinical education classes during athletic training education and may promote the development of expert-like behaviors. 15,16 Authors in the athletic training literature have made attempts to bridge theory and practice in the development of expertise by beginning inquiry into how education can model professional practice. These investigators focus more on postprofessional education and career paths and are starting to shape what we know about improving one's knowledge base and skills over time.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Diagnostic Problem Solving in Male Collegiate Athletic Trainers

Gardin

Mensch

2014

Journal of Athletic Training

Self Cite

View full text Add to dashboard Cite

Context: Knowledge and experience may be important factors for understanding expertise based upon a clinician's ability to select and execute an appropriate response as a clinician during injury evaluation.Objective: To describe how collegiate male certified athletic trainers represent injury-evaluation domain knowledge during a situational interview using a think-aloud protocol.Design: Qualitative. Setting: National Collegiate Athletic Association Division I and II colleges in National Athletic Trainers' Association District 3.Patients or Other Participants: A total of 20 male certified athletic trainers (n ¼ 10 with less than 2 years of experience in the college setting and n ¼ 10 with at least 10 years of experience in the college setting) participated in the study.Data Collection and Analysis: We collected data using a situational interview and questionnaire. Data were transcribed, reduced to meaningful units, and analyzed using verbal analysis procedures. Member checks, triangulation of data, field journaling, and peer-debriefing techniques were used to ensure trustworthiness of the data. Knowledge concepts were enumerated to describe differences between experts and novices.Results: Compared with novices, experts had more knowledge concepts of patient history and predictions and fewer concepts of situation appraisal.Conclusions: Expertise in athletic training shares traits with other areas in health care. Athletic training education and professional development may benefit from our understanding which cognitive processes differentiate expert practice. Future investigators should attempt to describe other settings and study diagnostic problem solving in a natural environment.

show abstract

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Diagnostic Problem Solving in Male Collegiate Athletic Trainers

Gardin

Mensch

2014

Journal of Athletic Training

Self Cite

View full text Add to dashboard Cite

show abstract

“…Uses of the think-aloud method are well documented in the medical research literature (Chase, Reicks, Smith, Henry, & Reimer, 2003; Gardin, 2010; Gillam, Fargo, & Robertson, 2009; Göransson, Ehnfors, Fonteyn, & Ehrenberg, 2008; Holmstrup, Stearns-Bruening, & Rozelle, 2013; Jaspers, Steen, van den Bos, & Geenen, 2004; MacNeela et al, 2010; Van Den Haak, De Jong, & Schellens, 2003). Benefits of the think-aloud method include capturing decision making and critical thinking in context (Gardin, 2010). The think aloud indicates validity by highlighting overarching problems when responding to measurements, and therefore issues with the accuracy of the measurement.…”

Section: Methodsmentioning

confidence: 99%

Establishing Survey Validity and Reliability for American Indians Through “Think Aloud” and Test–Retest Methods

et al. 2015

View full text Add to dashboard Cite

The purpose of this study was to use a mixed-methods approach to determine the validity and reliability of measurements used within an alcohol-exposed pregnancy prevention program for American Indian women. To develop validity, content experts provided input into the survey measures, and a “think aloud” methodology was conducted with 23 American Indian women. After revising the measurements based on this input, a test–retest was conducted with 79 American Indian women who were randomized to complete either the original measurements or the new, modified measurements. The test–retest revealed that some of the questions performed better for the modified version, whereas others appeared to be more reliable for the original version. The mixed-methods approach was a useful methodology for gathering feedback on survey measurements from American Indian participants and in indicating specific survey questions that needed to be modified for this population.

show abstract

“…Working through a task where written instructions are provided, requires verbalization of the immediate memory as opposed to a deeper introspection processes such as unaided recall in a written examination. Errors due to false recall are likely to be low because of the level of cognition involved (Gardin and Martin, 2010).…”

Section: Contents Lists Available At Sciencedirectmentioning

confidence: 99%