Packing Slip 
item |
Critical Thinking in the Healthcare Environment (2004-2005 MIL Fellowship) |
contact |
Nancy Johnson (GateWay Community College) nancy.johnson@gwmail.maricopa.edu |
college(s) |
GateWay Community College |
discipline(s) |
Healthcare, Diagnostic Imaging |
summary |
In healthcare, specifically the diagnostic imaging environment requires students to process information at an analysis, synthesis and application level; a much higher expectation than at a knowledge level. Therefore the students need to develop and expand their critical thinking skills to be successful in their clinical settings and in didactic (lecture) courses. |
details |
(Abstract) In healthcare, specifically the diagnostic imaging environment requires students to process information at an analysis, synthesis and application level; a much higher expectation than at a knowledge level. Therefore the students need to develop and expand their critical thinking skills to be successful in their clinical settings and in didactic (lecture) courses. In a lecture class that was associated with a lab, it was observed that as the course material became more complex the students had increased difficulty in forming relationships by applying their knowledge based information. As the exams became more situation-based, student scores decreased and exam re-takes increased. If students were not successful in mastering the didactic material they were not eligible to enter the clinical setting or continue in the diagnostic imaging program. The diagnostic imaging program would like to increase the number of students mastering the lecture material so more students will be eligible to enter the clinical setting. The goal of this research was to learn methods to help develop and expand the students' critical thinking process. The research was primarily focused on critical thinking (CT); however a review of problem-based learning (PBL) and cooperative learning (CL) environments will be done also. The purpose of this study was to investigate the results of incorporating problem-based learning, cooperative learning and critical thinking activities in the academic radiographic positioning lecture and lab settings. The control group was the morning class of 31 students and the treatment group was the late morning class of 21 students. The students self selected the time of lecture and lab sections, each section had limited enrollment. To establish the value of the activities, the following research questions will be answered using the data collected and analyzed. For those students who experience an increase in higher-level-thinking activities in laboratory classes, to determine if the students expand their critical thinking processes the researcher will rely on "Classroom Test of Scientific Reasoning (Form A)" (Lawson, 1978) and student feedback. To determine if the students have improved exam scores, each group will be evaluated looking at class exam averages and course GPA's, exam retakes and academic attrition. In the laboratory setting student responses will be assessed using content relationships on image evaluation assessments using a grading rubric. As a result, the researcher expects the students be more successful in completing their lecture classes and be eligible to enter clinical and continue in the program as a result of increased course retention. Also the researcher will assess the students transfer knowledge gained through lecture and laboratory activities to the clinical setting by surveying the students and clinical instructors. Note! As a professional courtesy to the owner of this package, if you use some aspect of this package or have some thoughts about it, please share your feedback via the comments form below. |
web links |
http://www.mcli.dist.maricopa.edu/mil/ http://www.mcli.dist.maricopa.edu/mil/fellows.php?what=bio&yr=5&id=3 |
supplements |
Final Report (document) Presentation Version of Final Report (presentation) Note! As a professional courtesy to the owner of this package, if you use some aspect of this package or have some thoughts about it, please share your feedback below. |
shareback |
A "Shareback" cites the places on the web that mention, reference, or use this MLX package, and "shares" that information back here (more about shareback...) Sharebacks can be generated automatically by weblog tools. |
extra |
Last modified: Oct-28-2005 Date created: Oct-28-2005 Visitor count: 5529 Dublin Core Metadata record  This package is included in the Maricopa Institute for Learning Final Reports special collection. |
Maricopa Learning eXchange
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=1777
