Critical Thinking And Clinical Application Questions 12

Critical Thinking And Clinical Application Questions 12-29
In some cases, administrators identified a few key individuals who were particularly interested in education.These educators were contacted directly by the first author to request participation.The findings suggest that any single definition of critical thinking in the health professions will be inherently contentious and, we argue, should be.

In some cases, administrators identified a few key individuals who were particularly interested in education.These educators were contacted directly by the first author to request participation.The findings suggest that any single definition of critical thinking in the health professions will be inherently contentious and, we argue, should be.

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

‘Biomedical critical thinking’ was the dominant conception.

We depart from previous work, which most often attempts to create a common definition.

Instead, we offer a description of the different conceptions of critical thinking held in health professional education, illustrate their dynamic use, and discuss the tensions and affordances that this diversity brings to the field.

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.

Calls for enabling ‘critical thinking’ are ubiquitous in health professional education.

However, there is little agreement in the literature or in practice as to what this term means and efforts to generate a universal definition have found limited traction.

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.

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