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- v.73(3); 2009 May 27
Critical Thinking and Clinical Reasoning in the Health Sciences: An International Multidisciplinary Teaching Anthology
NC Facione and PA Facione. Critical Thinking and Clinical Reasoning in the Health Sciences: An International Multidisciplinary Teaching Anthology. 2008. California Academic Press. 285. $49.95 (softcover) ISBN: 978-1-891557-60-6.
In Critical Thinking and Clinical Reasoning in the Health Sciences: An International Multidisciplinary Teaching Anthology , 39 educators share classroom strategies and activities designed to enhance students' critical thinking skills. The majority of these authors represent schools of medicine or nursing. One school of pharmacy faculty member is identified. The editors, Drs. Noreen and Peter Facione are well known for their research in critical thinking and their development of critical thinking skills instruments which have been used widely in education: the California Critical Thinking Skills Test, California Critical Thinking Disposition Inventory, and the Health Science Reasoning Test. Uses of these instruments in pharmacy education have been published. However, this book is far from being a promotion of these instruments. In fact the instruments themselves are rarely mentioned.
This book is not intended as an in-depth literature review of critical thinking research. Its overall theme is presented in a question posed by the Faciones in the preface, “What can I do in my classes to improve my students reasoning test scores and the clinical judgment processes?” [v] The Faciones answer their question by describing the anthology as providing “successful examples of favorite lessons which work when teaching for both thinking and content.” [vi]
There are 27 contributions in this book that describe various educational activities and lessons. The majority of contributions describe activities in classes for medical and nursing students. Other health science-related students are represented also. Pharmacy students are not represented. It should be noted that the “contributions” in this book are not referred to as “chapters” nor are they numbered consecutively in the table of contents. This is a minor inconvenience. The contributions are easy to read and the majority are 10 pages or less. A nice feature at the beginning of each contribution is a short, personal introduction of the author(s) and lesson. The formats of each contribution are similar and usually include headings such as background, learning objectives, rationale, expectations of students, instructions, criteria for evaluation, and student feedback. A review of theory and research is not a major part of most of the contributions, but references are provided by the authors. The figures and charts used are helpful; however, 2 of the figures use font styles that make reading difficult. [p118;120]
The Faciones begin the book with an introductory discussion of “Clinical Thinking and Clinical Judgment.” Subsequent contributions describe different classroom lessons intended to enhance critical thinking. A few examples include: “Nurturing Students' Meta-Cognition and Self Reflection Through On-line Journaling” (Giancarlo-Gittens), “Developing On-line Cases for Teaching Critical Thinking and Clinical Reasoning Skills” (Kim et. al.), “Using Short Cases to Teach Thinking” (Oermann), “The Poster: A Critical Thinking and Creative Strategy in a Research Course” (Profetto-McGrath), and “Thinking Critically About the Care of Patients with Neurological Disorders (Shin). The final contribution in the book, “Training the Discovery of Evidence of Critical Thinking” by Peter Facione, provides an interesting discussion of the “Holistic Critical Thinking Scoring Rubric” which the Faciones developed. The rubric itself is presented along with an Internet link where more information can be obtained.
Most lessons in this book can be related to pharmacy education with little difficulty. The different lessons and activities provide useful ideas to consider for adoption. For example, Dr. Chur-Hansen, a psychologist teaching at the University of Adelaide in Australia, describes a reflective journal on learning required in a course taught for health science, medical, and psychology students. One of the student learning objectives is the “development of critical reflection skills about the course and one's own abilities, including strengths and weaknesses in relation to course requirements, and course aims and objectives.” (p 95) Specific instructions are given for the journal writing. Evaluation criteria are also provided.
Student feedback is found in the majority of contributions and typically described as positive. However, it would have been helpful if more attention would have been devoted to this and how the feedback was used to make changes, if any, in the activity. Insight into what the students did not like would have been useful.
This book can be recommended to pharmacy educators. It will be particularly appealing to the pharmacy faculty member who is interested in enhancing student critical thinking skills and who is not reluctant to consider utilizing new or different successful educational strategies.
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Critical thinking analysis based on Facione (2015) – Angelo (1995) logical mathematics material of vocational high school (VHS)
S Y Seventika 1 , Y L Sukestiyarno 1 and Scolastika Mariani 2
Published under licence by IOP Publishing Ltd Journal of Physics: Conference Series , Volume 983 , International Conference on Mathematics, Science and Education 2017 (ICMSE2017) 18–19 September 2017, Semarang, Indonesia Citation S Y Seventika et al 2018 J. Phys.: Conf. Ser. 983 012067 DOI 10.1088/1742-6596/983/1/012067
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Facione, PA, “Critical Thinking: What It is and Why it Counts ” 2015 update Page 5 the strong critical thinkers habitually seem to exhibit which the weak cri tical thinkers seem
Critical Thinking: What It Is and Why It Counts. P. Facione. Published 2011. Education, Philosophy. Permission to Reprint for Non-Commercial Uses This essay is published by Insight Assessment. The original appeared in 1992 and has been updated many times over the years. Although the author and the publisher hold all copyrights, in the interests ...
III -- The Cognitive Skill Dimension of Critical Thinking FINDING: As indicated in Table 1, the experts find good critical thinking to include both a skill dimension and a dispositional dimension. The experts find CT to include cognitive skills in (1) interpretation, (2) analysis, (3) evaluation, (4) inference, (5) explanation and (6) self ...
In 1993/94 the Center for the Study of Higher Education at The Pennsylvania State University undertook a study of 200 policy-makers, employers, and faculty members from two-year and four-year colleges to determine what this group took to be the core critical thinking skills and habits of mind.
Theorists have hypothesized that skill in critical thinking is positively correlated with the consistent internal motivation to think and that specific critical thinking skills are matched with specific critical thinking dispositions. If true, these assumptions suggest that a skill-focused curriculum would lead persons to be both willing and able to think. This essay presents a researchbased ...
The final contribution in the book, “Training the Discovery of Evidence of Critical Thinking” by Peter Facione, provides an interesting discussion of the “Holistic Critical Thinking Scoring Rubric” which the Faciones developed. The rubric itself is presented along with an Internet link where more information can be obtained.
The research has purpose to analyze and categorize the critical thinking ability of VHS students based on modified critical thinking indicator according to Facione-Angelo covering: interpreting the problem, analyzing alternative solution, applying the problem, evaluating the solution and concluding the results gained – attached by supportive evidence.
It encompasses two parts: critical thinking disposition and critical thinking skills (Facione, 2000). Critical thinking skills encompass six core cognitive abilities: interpretation, analysis ...
Think Critically.Think Critically, 2016 presents critical thinking as the optimal approach for solving real-world problems and making important decisions, boosting the relevance of course material to students’ lives. Authors Peter Facione and Carol Ann Gittens employ a simple, practical approach to deliver the core concepts of critical ...