Promoting critical thinking in an online, project-based course

Implementing a Critical Thinking Tool to Evaluate Educational Needs for Inpatient Rehabilitation Nurses

ABSTRACT

BACKGROUND: Most critical thinking assessment tools are resource intensive and require significant time and money to administer. Moreover, these tools are not tailored to evaluate critical thinking skills among inpatient rehabilitation facility (IRF) nurses. This pilot study explores the efficacy of using short videos to evaluate critical thinking for nurses working in an IRF. METHODS: We developed and filmed 3 clinical scenarios representative of common IRF events that require critical thinking on behalf of the nurse. Thirty-one IRF nurses participated in the study and independently scored their own critical thinking skills using a visual analog scale. Using the same scale, nurse managers and assistant managers who worked closely with the nurses also rated the critical thinking ability of each nurse. The nurse then viewed and responded in narrative form to each of the 3 videos. A scoring rubric was used to independently evaluate the critical thinking skills for each nurse based on the nurses' responses. RESULTS: Nurses rated their own critical thinking skills higher than mangers rated them (m = 85.23 vs 62.89). There was high interrater reliability for scoring video 1k (0.65), video 2k (0.90), and video 3k (0.84). CONCLUSION: The results demonstrate efficacy for further study of low-cost alternatives to evaluate critical thinking among neuroscience nurses providing IRF care.

Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review

Critical thinking (CT) is widely regarded as an important competence to obtain in education. Students’ exposure to problems and collaboration have been proven helpful in promoting CT processes. These elements are present in student-centered instructional environments such as problem-based and project-based learning (P(j)BL). Next to CT, also higher-order thinking (HOT) and critical-analytic thinking (CAT) contain elements that are present in and fostered by P(j)BL. However, HOT, CT, and CAT definitions are often ill-defined and overlap. The present systematic review, therefore, investigated how HOT, CT, and CAT were conceptualized in P(j)BL environments. Another aim of this study was to review the evidence on the effectiveness of P(j)BL environments in fostering HOT, CT, or CAT. Results demonstrated an absence of CAT in P(j)BL research and a stronger focus on CT processes than CT dispositions (i.e., trait-like tendency or willingness to engage in CT). Further, while we found positive effects of P(j)BL on HOT and CT, there was a lack of clarity and consistency in how researchers conceptualized and measured these forms of thinking. Also, essential components of P(j)BL were often overlooked. Finally, we identified various design issues in effect studies, such as the lack of control groups, that bring the reported outcomes of those investigations into question.

Adoption of M-Learning in Business English Course and Its Relationship to Learning Style Preferences: An Empirical Investigation

Learning around the world has been changed with the rapid development in technology which promotes the students to be more flexible and interactive with each other which has been encouraged by the mobile learning environment. Therefore, the current study intends to analyze the impact of inquiry learning, reflective thinking on problem-solving skills, and critical thinking skills with the mediation of peer communication. To carry out the study, data was collected from 378 college students in China by using survey forms. The analysis of the data and validation of the proposed hypotheses were conducted using Smart-PLS and structural equation modeling (SEM) technique. The results revealed that inquiry learning and reflective thinking affect problem-solving skills. However, inquiry learning and reflective thinking did not affect critical thinking skills. Moreover, the study found that peer communication mediated the relationship between reflective thinking, problem-solving skills, and between reflective thinking and critical thinking skills. However, peer communication did not mediate the relationship among inquiry learning as independent variable and problem-solving skills and critical thinking skills as dependent. The study has theoretically contributed by examining the impact of online learning styles on higher-order thinking skill (HOTS) in the M-learning environment. Also, the study greatly advances the literature by investigating the mediating role of peer communication. Practically, the colleges can improve the students HOTS by devising policies and educational programs focusing on learning styles.

Case Study: Teaching with Industry (TWI) Using New Videoconferencing Technology and Innovative Classroom Setups

This paper describes a case study of a novel teaching method where the “Teaching with Industry” (TWI) model–industry practitioners incorporated as co-instructors in a semester-long classroom setting–is enhanced by using new videoconferencing technologies such as Zoom and Meeting Owl Pro, and innovative classroom setups. This enhanced model was developed with the intent to bridge the gap between information acquired in the classroom and the skills and competencies required in the industry. The different teaching platforms not only facilitated the teaching when industry practitioners were/are not able to be physically present in the classroom, but also led to efficient organization of the different activities carried out in class. Results obtained from end-course surveys showed that students had a positive experience using Zoom and Meeting Owl Pro welcoming the opportunity to engage with industry practitioners and gain better understanding of the practical usefulness of the course.

Indonesia medical students' knowledge, attitudes, and practices toward COVID-19

Implementing health protocols and preventive measures are the only effective ways to suppress COVID-19 transmission before vaccines and antiviral drugs are developed. The implementation of health protocols and preventive measures are influenced by one's knowledge, attitudes, and practices (KAP) toward this pandemic. Medical students as candidates for healthcare workers and role models for the community should have a good KAP. This study intends 1) to explore the KAP of medical students in Indonesia toward COVID-19 and 2) to assess which demographic factors have a significant effect on their KAP scores. An online questionnaire consisting of 18 items of knowledge, six items of attitudes, and 12 items of practices were used as instruments in this study. After being distributed for two weeks in June 2020, 525 respondents whose data were worth analyzing were obtained. The respondents consisted of male and female students, from diploma to bachelor degree, and came from all four types of higher education institutions in Indonesia. The results, 48% of respondents had good knowledge, 81% had good attitudes, and 43.5% had good practices toward COVID-19. The location of students' residence has no significant effect on their KAP score. Gender has a significant effect on knowledge and practice scores. Age, institution type, and institution status have a significant effect on their three KAP domains. The KAP survey results can be used as a reflection of the importance of the curriculum that prepares medical students for the pandemic. Medical students are also expected to be able to actively participate in educating people around them on how to minimize the transmission of COVID-19 during the pandemic.