Critical Thinking And Clinical Application Questions 12

Critical Thinking And Clinical Application Questions 12-32
While each conception had distinct features, the particular conceptions of critical thinking espoused by individual participants were not stable within or between interviews.

While each conception had distinct features, the particular conceptions of critical thinking espoused by individual participants were not stable within or between interviews.Multiple conceptions of critical thinking likely offer educators the ability to express diverse beliefs about what ‘good thinking’ means in variable contexts.

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This is problematic in health professional education (HPE) because professional programs are mandated to educate practitioners who have a defined knowledge base and skill set.

When curriculum designers, educators, researchers, or policy-makers all agree that we should teach future professionals to ‘think critically’, resting on the assumption that they also agree on what that means, they may find themselves working at cross-purposes.

This study uses an emergent, inductive design in an effort to be responsive to the co-construction of new and unexpected meaning between participants and researchers.

While techniques derived from constructivist grounded theory [] were employed, methods like extensive theoretical sampling (that are common to that methodology) were not maintained because this study was intended to be broadly exploratory.

Three main conceptions of critical thinking were identified: biomedical, humanist, and social justice-oriented critical thinking.

‘Biomedical critical thinking’ was the dominant conception.Moreover, the variability observed might suggest that multiplicity has value that the quest for universal definitions has failed to capture.In this study, we sought to map the multiple conceptions of critical thinking in circulation in health professional education to understand the relationships and tensions between them.We argue that diversity in conceptions of critical thinking can allow educators to express unique and often divergent beliefs about what ‘good thinking’ means in their contexts.].Last, still others have argued that critical thinking is discipline or subject-specific, meaning that critical thinking is not universal, but does have a relatively stable meaning within different disciplines [have led to agreement, suggesting that each of these perspectives offers, at best, a partial explanation for the persistence of disagreements.The findings suggest that any single definition of critical thinking in the health professions will be inherently contentious and, we argue, should be.Such debates, when made visible to educators and trainees, can be highly productive.‘Critical thinking’ is a term commonly used across health professional education, though there is little agreement on what this means in the literature or in practice.Data collection and early analyses were carried out as part of her dissertation in Educational Policy Studies.As a result of her background in critical theory, there was a need for reflexivity focused on limiting predisposition toward participant interpretations of critical thinking that aligned with critical theory.Participants were recruited through faculty or departmental listservs for educators.Senior administrators were consulted to ensure that they were aware of and comfortable with this research taking place in their unit.

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