Integrating Critical Thinking into Medical Student Coursework<br />Susan McGuinness, PhD, MLS<br />Dominique Turnbow, MLIS...
Workshop Outcomes<br />Categorize learning objectives based on Bloom&apos;s taxonomy<br />Identify at least two critical t...
Critical Thinking…<br />…definitions. A brief history:<br />1910: Dewey. “Reflective” thinking<br />1930-60s: Glaser, Enni...
Bloom’s Taxonomy<br /><ul><li> Creating
 Evaluating
 Analyzing
 Applying
 Understanding
 Remembering</li></li></ul><li>Examples<br />	Think about critical thinking outcomes in medical education. What are some e...
From goals to outcomes<br />At the very least, outcomes should:<br /><ul><li>Describe behavior
Be measureable</li></ul>ABCD of objectives (according to Robert Mager)<br />Include an audience<br />Describe a behavior<b...
Example 1<br />	Be familiar with multiple information sources in order to find results for a variety of questions and audi...
Example 2<br />	Understand the concept of health information literacy and effectively use appropriate consumer health info...
Example 2<br />	…and effectively use appropriate consumer health information resources. <br />Given a consumer health ques...
Practice<br />	Re-word a goal you have for your course into a critical thinking objective. <br />	Remember, it should<br /...
Activities<br />Reflection<br />Concept Mapping<br />Journal clubs and discussions<br />Problem-based learning exercises<b...
Resources<br />
Students will be able to recall, define, recognize, etc.<br />Resources that facilitate this:<br />Access Medicine<br />Up...
Students will construct meaning, interpret and make inferences.<br />Resources that facilitate this:<br />Access Medicine<...
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Integrating Critical Thinking into Medical Student Coursework

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This presentation supports a UC San Diego MEDS course taught by Sue McGuinness and Dominique Turnbow in February 2010.

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Integrating Critical Thinking into Medical Student Coursework

  1. 1. Integrating Critical Thinking into Medical Student Coursework<br />Susan McGuinness, PhD, MLS<br />Dominique Turnbow, MLIS, M.A. Educational Technology Candidate<br />
  2. 2. Workshop Outcomes<br />Categorize learning objectives based on Bloom&apos;s taxonomy<br />Identify at least two critical thinking outcomes that can be incorporated into an existing course syllabus <br />Identify library resources that can be used to support critical thinking assignments<br />Create or modify at least one course assignment so that it includes a critical thinking component <br />
  3. 3. Critical Thinking…<br />…definitions. A brief history:<br />1910: Dewey. “Reflective” thinking<br />1930-60s: Glaser, Ennis. Further descriptions of critical thinking criteria<br />1980’s: Facione, Fisher. Incorporating attitudes and skills <br />Critical thinking = logical reasoning + information seeking and evaluation<br />EBM is an application of critical thinking in medicine<br />Jenicek M, Hitchcock DL. Evidence-based practice: Logic and critical thinking in medicine. American Medical Association, 2005.<br />
  4. 4. Bloom’s Taxonomy<br /><ul><li> Creating
  5. 5. Evaluating
  6. 6. Analyzing
  7. 7. Applying
  8. 8. Understanding
  9. 9. Remembering</li></li></ul><li>Examples<br /> Think about critical thinking outcomes in medical education. What are some examples?<br />Define the following terms: nephritis, ulceration, and sarcoma.<br />Compare ischemia with infarction.<br />Select which possible enzymes might be deficient in a patient with elevated levels of phenylalanine in their urine?<br />Create a treatment protocol for diabetes.<br />
  10. 10. From goals to outcomes<br />At the very least, outcomes should:<br /><ul><li>Describe behavior
  11. 11. Be measureable</li></ul>ABCD of objectives (according to Robert Mager)<br />Include an audience<br />Describe a behavior<br />Describe the condition<br />Describe the degree<br />
  12. 12. Example 1<br /> Be familiar with multiple information sources in order to find results for a variety of questions and audiences.<br />Given a list of clinical questions and a list of library resources, the student will be able to select the best resource to answer each question .<br />
  13. 13. Example 2<br /> Understand the concept of health information literacy and effectively use appropriate consumer health information resources. <br />...the student will be able to define health literacy<br /> Given a list of definitions, the student will be able to recognize the best one for health literacy<br />
  14. 14. Example 2<br /> …and effectively use appropriate consumer health information resources. <br />Given a consumer health question, the student will be able to select the best resource from a list. <br /> Given a consumer health question, the student will be able to identify search terms and use advanced search features successfully as determined by a librarian. <br />
  15. 15. Practice<br /> Re-word a goal you have for your course into a critical thinking objective. <br /> Remember, it should<br />Use a mid to high level of Bloom’s taxonomy<br />Describe behavior – what you want students to be able to do?<br />Be measurable – how will you know when it is achieved?<br />
  16. 16. Activities<br />Reflection<br />Concept Mapping<br />Journal clubs and discussions<br />Problem-based learning exercises<br />Case management plans<br />
  17. 17. Resources<br />
  18. 18. Students will be able to recall, define, recognize, etc.<br />Resources that facilitate this:<br />Access Medicine<br />Up-to-Date<br />Medical Letter<br />Remembering<br />
  19. 19. Students will construct meaning, interpret and make inferences.<br />Resources that facilitate this:<br />Access Medicine<br />PubMed<br />Understanding<br />
  20. 20. Applying<br />Students will use a procedure, demonstrate the execution of a process, or implement something.<br />Resources that facilitate this:<br />eMedicine<br />MD Consult, Procedures Consult<br />Clinical Pharmacology, Micromedex, Medical Letter<br />National Guideline Clearinghouse<br />
  21. 21. Analyzing<br />Students will determine how parts of a system relate to each other and the overall system.<br />Resources that facilitate this:<br />class notes<br />clinical experience<br />library resources<br />
  22. 22. Evaluating<br />Students will make judgments based on criteria and standards.<br />Resources that facilitate this:<br />PubMed<br />
  23. 23. Creating<br />Students will put elements together into a new pattern or structure.<br />Resources that facilitate this:<br />All resources<br />Imagination<br />
  24. 24. Practice<br /> Create or modify a critical thinking assignment that you could use in one of your courses. <br /> Consider:<br />What do you want students to be able to do<br />Types of activities that would require students to do it<br />Library resources that could be integrated<br />

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