1 / 28

Clare de Normanville

Using interdisciplinary approaches to enhance the critical thinking development of healthcare professionals. Clare de Normanville Critical Thinking Essentials: curriculum development and assessment for learning in Health and Social Care 7 February 2014. Thinking Spot!.

mckenzie-may
Download Presentation

Clare de Normanville

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using interdisciplinary approaches to enhance the critical thinking development of healthcare professionals Clare de Normanville Critical Thinking Essentials: curriculum development and assessment for learning in Health and Social Care 7 February 2014

  2. Thinking Spot! • Last time I did some reflection I… • I critically think by...

  3. Current Context & Knowledge Here be Dragons!!!

  4. Application of Critical Thinking and Reflection in Practice • Academic level 7 Module • 15 credits • 4 taught sessions, 4 workshops • 2 formative tasks • 2 summative tasks • Optional module for MSc Advancing Professional Practice • Core module for PgDip Psychosocial Interventions • Multidisciplinary student cohort

  5. Rationale • Single minded attention to critical thinking without attention to the influence of reflection, or single minded attention to reflection without attention to the influence of critical thinking undermines the complexity that must be embraced in order to explain and understand the thinking process involved (Paul 1993)

  6. Assessment Tasks • online blog/reflective journal (F) • Peer support by reviewing and commenting on reflective journals (F) • PowerPoint overview of how theories and models of reflection and critical thinking relate to practice (S) • Critical account of a practice related issue informed by the application of critical thinking theory and the use of models of reflection agreed with your personal tutor.

  7. Addressing the Dragons Deconstruction & Reframing* *After Schön (1983) & Samuels and Betts (2007)

  8. Activity • Get a piece of paper & a pen • Write down 3 different things that you believe you know for absolute certain. e.g. • I know the air I breath contains oxygen • 1 + 1 = 2 • My son has size 11 feet • Now explain why & how you “know” them

  9. Deconstruction "Reports that say that something hasn't happened are always interesting to me, because as we know, there are known knowns; there are things that we know that we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns - the ones that we don't know that we don't know." (Rumsfeld, D. 2002) • Deconstruct the students existing frames of knowledge and context for critical thinking & reflection • The nature of knowledge - epistemology/ontology • What is knowledge & do I have any?

  10. Weeks 1-4/5

  11. Deconstruction Experienced • "...the only thing that I know for certain is that this module is really confusing. I am fairly sure that I now know and understand much less than I did before I started “critically thinking”. I found the following quote from Socrates helpful “The only true wisdom is knowing you know nothing”. So maybe I am heading in the right direction. Who knows?" Student Reflection

  12. Deconstruction Experienced • "I was getting very caught up in epistemology and what's worse after all my carping on about how complicated it is I actually like it. Driving home most nights I have to have a serious word with myself because I suddenly start questioning the existence of knowledge, I have also noticed that I'm more argumentative than I was before this module which has it's highs and lows, high's being standing my ground at work and feeling comfortable disagreeing with people and lows answering my wife back (not good)." Student Reflection

  13. Thinking Spot! • Pick any 2 of these professions and discuss how they would approach critical thinking • Engineers • Astronomers • Philosophers • Politicians • Physiotherapists • Managers • Estate Agents • Nurses • Primary Teachers • Historians • Builders • GPs • Athletes • Lawyers • Police Detectives • Radiographers

  14. Reframing • Expose students to different perspectives and new ways of understanding "The ability to draw upon a repertoire of metaphors and images that allow for different ways of framing a situation is clearly important to creative practice and is a crucial insight." (Smith 2001)

  15. Socratic Approach • Explore possibilities • Ask questions • 'Contrasting'* different world views • 'Unlearning'* through using alternate lens to examine issues • 'Counter-perspectives'* self awareness * Classroom Cube!

  16. Reframing • Transactional Analysis • Humanities • Scientific method • Emotional Intelligence • Post modernism • Concept mapping • Macro/micro/synthetic reflection • Multiple intelligence • Organisational development • Behaviorism • Cognitivism • Social Learning Theory • Social Constructivism • Humanism • Historical analysis

  17. Historical Analysis " The particular characteristics of History as a discipline; its subject matter, distinguishing it from other humanities and social sciences, consists of the attempts of human beings in the past to organise life materially and conceptually, individually and collectively, while the object of studying these things is to widen students' experience and develop qualities of perception and judgement." (QAA, Draft Benchmarks1999)

  18. Types of Historical Evidence • Oral History • Film • Photography • Maps • Letters • Diaries • Songs • Radio & TV Recordings • Speeches • Cartoons • Written accounts • Newspapers and magazines • Pamphlets • Inventories • Art • Artefact • Advertisements

  19. Adverts https://www.youtube.com/watch?v=dDTBnsqxZ3k

  20. "Daisy" • The most famous Political advert ever • It was shown once • It resulted in a landslide for Lyndon Johnson in 1964. • Post-election polls indicated that many people voted less in favour of Johnson and more out of fear of his opponent

  21. Student Activity • Read the handout you have been given about Rudy Guiliani, Mayor of New York at the time of 9/11 • Who created it? Who's it created for? • What kind of document is it? • Where was it made, and where was it supposed to be distributed? • When was it made? • Why was it made?

  22. Weeks 4/5 - 12

  23. Praxis • Development of eclectic models of critical thinking & reflection, e.g., • Moon (1999) combined with Smyth (1987) • Matrix combining De Bono's 6 hats with Johns (1994) Mezirow (1981); Gibbs (1988); Atkins and Murphy (1994) & Ghaye (1996) • Combination of Burke and Litwin (1992) Organisational Performance and Change model & De Bono (2006)

  24. Student Outcomes • "I realised that my thinking about practice had changed when I read and responded to a fellow student’s journal entry regarding a clinical incident. It occurred to me that in the past faced with considering a clinical issue I would immediately and almost innately seek to find common ground with the nurse’s view point without considering the wider evidence or the patient perspective. This previous way of thinking falls clearly on the side of intuition and does not allow time for critical thinking, which encompasses observation, reasoning, decision making, analysis, judgement and persuasion, to take place" Student reflection

  25. Student Outcomes • "I am functioning in more open and engaged manner with my work colleagues. I approach work place dilemmas in a “sense-making” rather than problem solving way. I am more rigorous in my assessment of situations and keen to test out and examine my beliefs and forms of knowledge. I am far more ready to accept that there are things that I do not know and seek support as well as acknowledging that I make mistakes. This is a work in progress but I am genuinely grateful to have this opportunity for learning to support me in a new and developing role." Student reflection

  26. In summary Here be Dragons!!!

  27. References • PAUL, R. (1993) Critical Thinking. What Every Person Needs to Survive in A Rapidly Changing World. Santa Rosa, California, Foundation for Critical Thinking. • RUMSFELD, D. (2002) DoD News Briefing - Secretary Rumsfeld and Gen. Myers, United States Department of Defense [online] http://www.defense.gov/transcripts/transcript.aspx?transcriptid=2636 • SAMUELS, M. BETTS, J. (2007) Crossing the threshold from description to deconstruction and reconstruction using self assessment to deepen reflection Reflective Practice vol 8 no 2269-283 • SCHÖN, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, New York, Basic Books • SMITH, M. K. (2001, 2011). ‘Donald Schön: learning, reflection and change’, the encyclopedia of informal education. [online] www.infed.org/thinkers/et-schon.htm

More Related