The Impact of the Use of Inquiry-Based Learning as a Teaching Methodology on the Development of Critical Thinking

Innovating Social-Emotional Learning to Enhance Positive Engagement of Youth With Social Media: A Comprehensive Review of Why and How

The rising mental health burden among youth, exacerbated by excessive social media use and other risks associated with digital engagement, necessitates urgent and innovative preventive solutions. The existing research supports the notion that smartphones and social media significantly impact youth mental health, advocating for age restrictions to mitigate worsening psychological distress in the young.This comprehensive narrative literature review synthesizes research on the dual role of social media in shaping well-being among youth and explores how social-emotional learning (SEL) programs can be adapted to encourage a healthy relationship with digital platforms. Innovating SEL programs by incorporating educational techniques such as Problem-Based Learning, Inquiry-Based Learning, and Project-Based Learning inculcates real-world problem-solving and holds significant promise for fostering self-realization and self-regulation among the youth. By inculcating skills related to mindful technology use within SEL programs, students can learn to navigate social media and other technology related risk factors in a way that supports their mental health and overall well-being. The goal is to empower students to make informed decisions about technology and social media use, understand its effects on their mood and mental state, and practice techniques that contribute to a healthier, more balanced digital life. This holistic approach not only mitigates the risks associated with digital overuse but also leverages technology as a tool for enhancing personal and social development. Well-designed, innovative programs backed by thorough feasibility studies can help cultivate a generation of emotionally intelligent, resilient, and adaptive learners who can thrive in an increasingly complex digital landscape. Future research should focus on longitudinal studies to assess the long-term effects of these SEL innovations and develop scalable models that can be implemented across various educational settings.

Improving hardiness among university students: A meta-analysis of intervention studies

Introduction

Increasing the hardiness of students is a crucial objective in higher education. Universities and colleges have created a variety of interventions to improve students' overall hardiness.

Methods

In terms of the effects of such interventions, empirical research has shown inconclusive results. This meta-analysis applies 12 effect sizes from 12 independent empirical studies, with a total of 640 participants, to assess the overall impact of interventions on students' hardiness and to test for moderators, in light of the contradictory findings in prior work. The current meta-analysis calculates the standardized mean differences (SMD) of pre-post interventions. The level of study heterogeneity, represented by I ², was interpreted as small (I ² ≤ 25%), moderate (25% < I ² ≤ 50%), substantial (50% < I ² ≤ 75%), or considerable (I ² > 75%). Twelve studies met the inclusion criteria and were included in the meta-analysis.

Results

The results show that the interventions had a significant positive overall effect on students' hardiness (g = 0.998, k = 12) and show significant heterogeneity among effect sizes. Among the interventions, cognitive-based intervention yielded the largest mean effect size (g = 2.015, k = 5). Furthermore, moderator analyses suggest that the effects of the interventions on students' hardiness are moderated by respondent type, culture, intervention type, research design, years, and duration of intervention.

Discussion

We conclude that interventions that promote students' hardiness are officious. Despite the low homogeneity of the results and limitations of this meta-analysis (e.g., a small number of included studies) which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.

Potential Future Directions in Optimization of Students' Performance Prediction System

Previous studies widely report the optimization of performance predictions to highlight at-risk students and advance the achievement of excellent students. They also have contributions that overlap different fields of research. On the one hand, they have insightful psychological studies, data mining discoveries, and data analysis findings. On the other hand, they produce a variety of performance prediction approaches to assess students' performance during cognitive tasks. However, the synchronization between these studies is still a black box that increases prediction systems' dependency on real-world datasets. It also delays the mathematical modeling of students' emotional attributes. This review paper performs an insightful analysis and thorough literature-based survey to draw a comprehensive picture of potential challenges and prior contributions. The review consists of 1497 publications from 1990 to 2022 (32 years), which reported various opportunities for future performance prediction researchers. First, it evaluates psychological studies, data analysis results, and data mining findings to provide a general picture of the statistical association among students' performance and various influential factors. Second, it critically evaluates new students' performance prediction techniques, modifications in existing techniques, and comprehensive studies based on the comparative analysis. Lastly, future directions and potential pilot projects based on the assumption-based dataset are highlighted to optimize the existing performance prediction systems.

Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach

This article details how and why we have developed a flexible and responsive process-based rubric exemplar for teaching, learning, and assessing critical and creative thinking. We hope to contribute to global discussions of and efforts toward instrumentalising the challenge of assessing, but not standardising, creativity in compulsory education. Here, we respond to the key ideas of the four interrelated elements in the critical and creative thinking general capability in the Australian Curriculum learning continuum: inquiring; generating ideas, possibilities, actions; reflecting on thinking processes; and analysing, synthesising and evaluating reasoning and procedures. The rubrics, radical because they privilege process over outcome, have been designed to be used alongside the current NAPLAN tests in Years 5, 7 and 9 to build an Australian-based national creativity measure. We do so to argue the need for local and global measures of creativity in education as the first round of testing and results of the PISA Assessment of Creative Thinking approach and to contribute to the recognition of creative thinking (and doing) as a core twenty-first century literacy alongside literacy and numeracy.

The Flipped Operating Room: Establishing Best Practices in Surgical Education Using Resident-Initiated, Inquiry-Based Preoperative Briefing: Resident-Initiated Preoperative Briefing

OBJECTIVE

We performed a pilot study of a resident-initiated, inquiry-based preoperative briefing (R-PROB) to determine the feasibility and potential impact on the educational experience.

DESIGN

A prospective, qualitative pilot study was performed in a general surgery residency program. The R-PROB included pre-operative emails to faculty with case summaries, learning goals, and questions. Faculty responded by email, phone, or in-person. Semi-structured interviews were completed before and after R-PROB implementation. Interviews were transcribed, coded, and analyzed through collaboration with a mixed-methods laboratory.

SETTING

An urban, university-based general surgery residency PARTICIPANTS: Ten attendings from three university affiliated hospitals based on frequency of resident interaction, variation in experience and case types were selected. Thirteen residents that worked closely with the selected attendings, ranging from Clinical Year 1-5, were then recruited to participate.

RESULTS

The R-PROB was viewed overall positively and felt to be easily incorporated into the curriculum. The R-PROB significantly improved attending perception of resident preparedness. Junior residents (CY1-3) affirmed that R-PROB very strongly improved case preparation. The preoperative exchange was valued by both participants as improving communication frequency, transparency, and quality. The majority of attendings stated that the R-PROB enabled tailored teaching to each resident's level both preoperatively and in the operating room. Residents affirmed attending teaching to be more targeted towards their goals and objectives after the R-PROB. Challenges included late case assignments and minor time limitations.

CONCLUSIONS

A resident-initiated, inquiry-based preoperative briefing intervention is feasible and overall positively perceived by both participants. The briefings had a positive impact on resident preparedness, bi-directional communication, and permitted focused attending teaching.

Effects of S-PBL in Maternity Nursing Clinical Practicum on Learning Attitude, Metacognition, and Critical Thinking in Nursing Students: A Quasi-Experimental Design

Due to the coronavirus disease (COVID-19) pandemic, there are many restrictions in effect in clinical nursing practice. Since effective educational strategies are required to enhance nursing students' competency in clinical practice, this study sought to evaluate the effectiveness of simulation problem-based learning (S-PBL). A quasi-experimental control group pretest-post-test design was used. Nursing students were allocated randomly to the control group (n = 31) and the experimental group (n = 47). Students in the control group participated in a traditional maternity clinical practicum for a week, while students in the experimental group participated S-PBL for a week. The students in the experimental group were trained in small groups using a childbirth patient simulator (Gaumard^® Noelle^® S554.100, Miami, USA) based on a standardized scenario related to obstetric care. The students' learning attitude, metacognition, and critical thinking were then measured via a self-reported questionnaire. Compared with the control group, the pre-post difference in learning attitude and critical thinking increased significantly (p < 0.01) in the experimental group. S-PBL was found to be an effective strategy for improving nursing students' learning transfer. Thus, S-PBL that reflects various clinical situations is recommended to improve the training in maternal health nursing.

A meta-analysis for comparing effective teaching in clinical education

Aim: Many factors affect learning outcomes, however studies comparing the effectiveness of different clinical teaching methods are limited. We utilize the list of influences on educational achievement compiled by John Hattie to inform a meta-analysis of learning effect sizes (ESs) associated with teaching-learning factors (TLFs) in clinical education. Methods: A literature search was conducted in PubMed to identify articles examining clinically relevant TLFs. Selection criteria were applied to identify learner-focused studies, with subsequent categorization by study design (pretest-posttest or controlled group). The Cohen's ES (d) for each TLF was extracted and a pooled ES determined. Results: From 3454 studies, 132 suitable articles enabled analysis of 16 TLFs' ESs. In general, ESs derived from pretest-posttest data were larger than those from controlled group designs, probably due to learner maturation effect. The TLFs of mastery learning, small group learning and goal settings possessed the largest ESs (d ≥ 0.8), while worked examples, play programs, questioning, concept mapping, meta-cognitive strategies, visual-perception programs and teaching strategies demonstrated ESs between 0.4 and 0.8. Conclusions: This is the first study to provide a rigorous and comprehensive overview of the effectiveness of TLFs in clinical education. We discuss the practical traits shared by effective TLFs which may assist teaching design.

Comparison of scenario based triage education by lecture and role playing on knowledge and practice of nursing students

INTRODUCTION

Quick and accurate triage of patients in the emergency department is a key factor for successful management of the emergency situations and ensuring the quality of care. Moreover, triage skills education is one of the important aspects of preparedness of nurses for different emergency situations. The objective of this study was to compare the effect of educating emergency severity index (ESI) triage using lecture and role-playing on the knowledge and practice of nursing students.

METHODS

This experimental study was conducted in the School of Nursing and Midwifery, Tabriz, Iran, in 2016. In this study, 56 nursing students were selected by convenience sampling method and were randomly divided into two groups. Triage scenarios were taught and presented in two ways by using lecture or role-playing method. One month later, the post-test was taken. Data were collected using a questionnaire assessing the knowledge and practice of ESI and were analysed using SPSS (version 21).

RESULTS

The mean knowledge and practice scores in both groups improved significantly (p < 0.05). The post-test score showed a significant difference between the two groups, and the mean score was higher in the role-playing group compared with that of the lecture group (p < 0.05).

DISCUSSION

The results showed the effectiveness of both educational methods on students' learning. However, the role-playing method was more effective than the lecture method and is recommended for triage education. In addition, according to the importance of triage, developing the theoretical and practical education courses for nursing students is recommended.

"Applying anatomy to something I care about": Authentic inquiry learning and student experiences of an inquiry project

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry-based approach to learning human gross anatomy. Utilizing a case-study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group-based investigation. Results were further considered in context of theoretical frameworks of inquiry-based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538-548. © 2017 American Association of Anatomists.

A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students

BACKGROUND

Scientific framework is important in designing curricula and evaluating students in the field of education and clinical practice. The purpose of this study was to examine the effectiveness of non-traditional educational methods on critical thinking skills.

METHODS

A systematic review approach was applied. Studies published in peer-reviewed journals from January 2001 to December 2014 were searched using electronic databases and major education journals. A meta-analysis was performed using Review Manager 5.2. Reviewing the included studies, the California Critical Thinking Dispositions Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used to assess the effectiveness of critical thinking in the meta-analysis.

RESULTS

The eight CCTDI datasets showed that non- traditional teaching methods (i.e., no lectures) were more effective compared to control groups (standardized mean difference [SMD]: 0.42, 95 % confidence interval [CI]: 0.26-0.57, p < .00001). And six CCTST datasets showed the teaching and learning methods in these studies were also had significantly more effects when compared to the control groups (SMD: 0.29, 95 % CI: 0.10-0.48, p = 0.003).

CONCLUSIONS

This research showed that new teaching and learning methods designed to improve critical thinking were generally effective at enhancing critical thinking dispositions.

Critical thinking skills in nursing students: a comparison between freshmen and senior students

Background:

Critical thinking is one of the most important concepts in the field of education. Despite studies published on nursing students’ critical thinking skills (CTS), some suggest that there is not enough evidence supporting the relationship between content of nursing education programs and nursing students’ CTS.

Objectives:

Given the existing discrepancies, this study aimed to compare the critical thinking skills of freshmen and senior nursing students.

Patients and Methods:

This comparative study was conducted on 150 undergraduate freshmen and senior nursing students in Kashan University of Medical Sciences, during 2012. The students in the first and the last semesters of their study in nursing were entered in the study using the census method. Data were collected using a questionnaire including questions on demographic data and the California Critical Thinking Skills Test, form B. Data analysis was performed using the SPSS v.13 software. Descriptive statistics were calculated. Moreover, independent sample t-test and Spearman and Pearson’s correlation coefficients were used in the data analysis.

Results:

Both the freshmen and senior nursing students had low CTS. The mean critical thinking scores were 11.79 ± 4.80 and 11.21 ± 3.17 for the freshmen and the senior students, respectively (P = 0.511). Moreover, no significant correlation was found between the students’ score in CTS and their age, gender, high school grade point average (GPA), rank in university entrance examination (RUEE) and interest in the nursing profession.

Conclusions:

The students were low skilled in critical thinking and their CTS did not significantly change during their nursing degree. Thus it may be concluded that the nursing education program did not affect the CTS of its students. Longitudinal studies are suggested for assessing nursing students’ critical thinking over time. Moreover, revising the curriculum and preparing nursing educators for implementing innovative and active teaching strategies are suggested.

Reflections as near-peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial-and-error

Near-peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student-based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial-and-error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near-peer facilitators for an inquiry-based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near-peer facilitators in the acquisition of facilitation skills before entering into a process of trial-and-error within the classroom.

Estratégias de ensino das habilidades do pensamento crítico na enfermagem

Objetivou-se caracterizar estratégias de ensino utilizadas na enfermagem para desenvolver habilidades do pensamento crítico. Elaborou-se uma revisão integrativa nas bases de dados Web of Science e Cumulative Index of Nursing and Allied Health Literature (CINAHL), com os descritores critical thinking, nursing e teaching, no período de 1987 a 2008. A amostra constitui-se de 64 artigos e a análise permitiu a identificação de 27 estratégias de ensino do pensamento crítico aplicadas na enfermagem. Dentre estas, as cinco mais citadas foram: questionamento, estudo de caso, ensino online e aprendizagem interativa, mapa conceitual e aprendizagem baseada em problemas. Diferentes estratégias reveladas neste estudo evidenciam uma gama de possibilidades que poderão ser aplicadas no ensino e na prática clínica. Conclui-se que o desenvolvimento de habilidades do pensamento crítico por meio destas estratégias pode proporcionar a formação de profissionais mais críticos e reflexivos.

A systematic review of selected evidence on developing nursing students' critical thinking through problem-based learning

Rapidly changing developments and expanding roles in healthcare environment requires professional nurses to develop critical thinking. Nursing education strives to facilitate students' critical thinking through the appropriate instructional approaches. Problem-based learning (PBL) is a student-centered approach to learning which enables the students to work cooperatively in small groups for seeking solutions to situations/problems. The systematic review was conducted to provide the available evidence on developing nursing students' critical thinking through PBL. The computerized searches from 1990-2006 in CINAHL, Proquest, Cochrane library, Pubmed etc were performed. All studies which addressed the differences in critical thinking among nursing students in PBL were considered. Two independent reviewers assessed the eligibility of each study, its level of evidence and the methodological quality. As a result, only ten studies were retrieved, they were: one RCT with a Jadad quality score of 3, one nonrandomized control study, two quasi-experimental studies with non-controlled pretest-posttest design, and six descriptive studies. The available evidence in this review did not provide supportive evidence on developing nursing students' critical thinking through PBL. Clearly, there is a need for additional research with larger sample size and high quality to clarify the effects of PBL on critical thinking development within nursing educational context.

Community-based inquiry improves critical thinking in general education biology

National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are considering nontraditional teaching methods that incorporate undergraduate research because they more closely align with the process of doing investigative science. This study compared a research-focused teaching method called community-based inquiry (CBI) with traditional lecture/laboratory in general education biology to discover which method would elicit greater gains in critical thinking. Results showed significant critical-thinking gains in the CBI group but decreases in a traditional group and a mixed CBI/traditional group. Prior critical-thinking skill, instructor, and ethnicity also significantly influenced critical-thinking gains, with nearly all ethnicities in the CBI group outperforming peers in both the mixed and traditional groups. Females, who showed decreased critical thinking in traditional courses relative to males, outperformed their male counterparts in CBI courses. Through the results of this study, it is hoped that faculty who value both research and critical thinking will consider using the CBI method.

Critical thinking as an outcome of context-based learning among post RN students: a literature review

Increasingly complex needs and expanding roles in the delivery of health care require professional nurses to be capable critical thinkers and self-directed learners. Problem-based learning (PBL) is promoted as a mean to facilitate critical thinking (CT) in nursing students attending generic and post RN baccalaureate programs. The authors summarize and analyze nursing research and theoretical literature (1992-2005) related to four key topic areas: critical thinking, nursing education, PBL, and post RN education, to determine what is known about the impact of PBL on CT among post RN students. CINAHL, ERIC, Medline and PsychINFO databases were searched and based on the literature retrieved, there is no strong research evidence to suggest changes occur in baccalaureate nursing students' CT during their educational programs, including those using PBL. Similar results were found among post RN students although the literature on this topic is sparse. There is a need for additional research and ongoing development of valid and reliable instruments to measure CT in nurses to guide teaching and learning strategies that effectively facilitate CT among nursing students.

Increasing the linguistic competence of the nurse with limited English proficiency

Teaching linguistic competence to nursing students educated in the United States but whose families are recent immigrants is a difficult task for nurse educators. Although students may easily learn the mechanics of a new language, the cultural differences must also be addressed. In the face of the current nursing shortage, it is critically important that strategies to improve linguistic competence be incorporated into curricular efforts. This article describes integrated skills reinforcement as one academic strategy to improve reading, speaking, listening, and writing skills. Suggestions are made for incorporating and evaluating these techniques.

Teaching students to question

OBJECTIVE

The purpose of the study was to teach medical students the strategies of critical questioning to determine the effect on students' critical thinking skills, confidence in their ability to ask questions, and interaction between student and instructor.

STUDY DESIGN

Workshops were developed to teach medical students how to systematically ask critical questions. Sixty-two consenting students in their third-year obstetrics and gynecology clerkship were divided according to alternate rotations to either attend the workshops (n = 28) or not (n = 41).

RESULTS

Medical students who attended the workshops scored higher on the California Critical Thinking Skills Test mean total score (study group 25.1 [+/- 0.7 SEM] vs control group 22.9 [+/- 0.6 SEM], P = .028), subscales of inference (12.6 [+/- 0.3 SEM] vs 11.2 [+/- 0.3 SEM], P = .003), and of deductive reasoning (12.7 [+/- 0.4 SEM] vs 10.9 [+/- 0.3 SEM], P = .001).

CONCLUSION

Teaching students to ask critical questions improves critical thinking as measured by the California Critical Thinking Skills Test.

Critical-thinking types among nursing and management undergraduates

Watson and Glaser (1994) developed a short version, Form S, of their long-established Watson-Glaser Critical Thinking Appraisal (WGCTA), as a quickly administered measure of critical thinking. This exploratory study used scores from the five sub-tests in Form S, with samples from two professional schools, nursing (n=233) and management (n=131) undergraduates, to identify the typology of critical-thinking types. Four clusters were identified, using a two-stage clustering procedure, in both samples. Discriminant analyses showed that 96% of participants were correctly classified using cluster membership and scores from the five sub-tests as discriminating variables. Implications and recommendations for education and training in critical thinking are presented as well as recommendations for future research on critical-thinking types.

Inquiry-based learning: facilitators’ perceptions of their effectiveness in the tutorial process

This preliminary study evaluates the effectiveness of facilitators in the inquiry-based learning tutorial process and identifies areas for staff development. Self-report checklists measure the key dimensions and role of the facilitator in four tutorial process steps: Exploration, Review, Consolidation and Plenary. The population study comprised 43 potential respondent facilitators in the pre-registration nursing programme. The response rate was 55% (N=23). Descriptive and non-parametric measures were used to analyse the data. Findings indicated that the overall majority of facilitators perceive the effectiveness of their role to be satisfactory. Differences in the results were found when compared by length of experience.

Critical thinking in nursing education: literature review

The need for critical thinking in nursing has been accentuated in response to the rapidly changing health-care environment. Nurses must think critically to provide effective care while coping with the expansion in role associated with the complexities of current health-care systems. This literature review will present a history of inquiry into critical thinking and research to support the conclusion that critical thinking is necessary not only in the clinical practice setting, but also as an integral component of nursing-education programmes to promote the development of nurses' critical-thinking abilities. The aims of this paper are to: (i) review the literature on critical thinking; (ii) examine the dimensions of critical thinking; (iii) investigate the various critical thinking strategies for their appropriateness to enhance critical thinking in nurses; and (iv) examine issues relating to the evaluation of critical-thinking skills in nursing.