I teach Massage Therapy which is a very hands on subject. I love to tell my students they are free to be creative and they is no ONE way to perform a massage technique. I also encourage students to recieve massages, feel what techniques they find to feel the best and implement them in their own massage routine. Massage is an art, and the body is your canvas.
A student performs an EKG several times in which the tracing has an artifact called "somatic interference"
Somatic interference has a number of different causes, namely, the patient is feeling cold, the patient is in an uncomfortable position, the patient is scared or tense, the patient wants to pass gas, urinate or defecate is worrying about some other problem that is has nothing to do with the EKG procedure. The student will now have to question the patient about each of the possible causes to determine which one(s)are contributing to the somatic interference in order to solve the problem.
The question is very interesting and there is much that can be done to stimulate critical thinking, in my case for example I like to first identify the nature of each student's learning and form mixed working groups, one of the things that most stimulates thinking are critical clinical cases, the goal is to analize the case, the findings observed in the physical examination of a patient and the results of laboratory and radiological exams, and the group arrive at a diagnosis that also then discuss all possible treatment.
In dental assisting, the student is first given theory, afterwards the theory is put into action. Some students find it difficult to retain theory and therefore are unable to perform skills well. Critical thinking aids the student in putting theory into action.
in my courses, we show pathology images to the class. the class then has to discuss the possible causes of the pathology and what the actual pathology is.
Hi Elizabeth,
Wow, what a great exercise to get students to understand. Even reading the response I used critical thinking for your questions before reading how the students would response. This is an awesome critical thinking exercise. You really get a great understanding. I am sure your students appreciate your thoroughness.
Patricia Scales
Hi Michael,
When something is done utilizing steps/procedures one must be able to use critical thinking as well as analytical thinking.
Patricia Scales
Hi James,
This is the type of learning that really pepares our students for the workplace. Our job is to get our students workplace ready.
Patricia Scales
When performing brake integrity inspection, there are detailed steps and procedures involved. I attempt to walk around the lab as much as possible when they are working on the trucks to observe their work. One of the things that will require there attention is proper procedures and correct assembly steps. Without critical thinking, the student may have to go back and disassemble the brakes a second time to correctly install the parts in the correct order.
I teach cardiovascular sonography. I post pictures of cardiac pathologies and ask what they see. Based on the answer and pathology, they must explain why they came up with that answer and what things cause the abnormality.
Hi Nelia,
This really gives students something to think about. This is a good scenario to generate critical thinking from the student.
Patricia Scales
Hi DJ,
The "what happens next" is a good approach to take with students. It gets them thinking and it certainly sparks their curiousity. It also keeps them on their toes.
Patricia Scales
Hi Beverly,
Super way to generate thinking. Students really have to rely on their critical thinking skills and be analytical in the process as well.
Patricia Scales
I teach sociology, and the defining characteristic of sociology that makes it distinct from every other discipline is its focus on environmental, social, or external factors as opposed to internal factors like feelings. So to teach this idea about sociology, I conduct two brainstorming activities. The first brainstorming question is: Why would someone kill another human being? Their responses include factors like jealousy, greed, mental illness, revenge, contract killing, self-defense, etc. I write all of their responses on the board. Then I ask them to convert each factor into the form of a feeling associated with it, if it is not already in the form of a feeling. For instance, mental illness is not in the form of a feeling, so what feelings might be associated with mental illness? They usually say things like confusion, paranoia, fear, depression, etc. Factors like jealousy and greed are already in the form of a feeling. After we have converted all of the factors into feelings, I ask them how this set of responses is alike. It takes them a few minutes sometimes to get it, but eventually someone says something like, "They are all bad or negative." I say, "yes!" Then I ask, how else is this set alike? Someone usually recognizes that all of the responses are feelings. Then I say, "Yes!" So we could call this theory the "Negative Feeling Theory of Homicide." Then I explain that this theory is a good theory, but it is not sociological. Let's brainstorm on a question that will get you to think more sociologically, and that is, "Why is the rate of homicide higher in larger cities than it is in small towns?" It usually takes them longer to come up with responses because they are not used to thinking more sociologically. Eventually, they say things like, there are more people/higher population in larger cities, more gangs, more violence, greater autonomy, higher cost of living, more poverty, etc. Then I ask them how this set of responses is alike, and someone usually says that all of these factors are environmental or social. Then I say, "Yes!" and that we can call this theory the "Environmental, or Social, or External Theory of Homicide. Then we compare the two lists to make sure they understand the difference between the two lists. Then I pass out a worksheet for them to fill out individually to reinforce their understanding of the sociological perspective. Finally, I ask them to spend a minute or two writing their own definition based on these activities. I ask for volunteers to read their definitions and I write them on the board. I show them how similar their definitions are to the definition in the book in terms of content.
One of the topics in my Clinical Asepsis class is Medical Emergencies. An example that involves critical thinking is how the students (future Medical Assistants)will react in case some emergency situation arise in the medical office and the doctor is not around to attend to the urgent need the patient might have. Their sound critical thinking wil lead to appropriate decision-making abilities.
In every class I conduct I attempt to involve the students by utilizing the principals taught on Sesame Street... the "what happens next" question. Providing a guided lecture to a point where departure from a specific train of thought will produce another learning outcome. The discussion that follows builds upon the entire classes participation pointing out pro's and con's of the decision. The finishing of the lecture recaps the planned learning objective as well as the student driven thought process.
In a class where the students are designing a garment, they must develop a sewing sequence (steps required to complete the garment). Each garment is different, so they must rely on their past experience to determine the proper steps.
Hi Laura,
Absolutely! I expect nothing but the best from my students, and everyday I walk into my classes I give my students my very best. We really get from students what we expect.
Patricia Scales
Yes, I do and sometimes the students might not like it. But I always tell if you expect someone to give you their best, you need to do the same to everyone else.
Hi E.,
This exercise is definitely a brain teaser. It really makes one think critically. I am sure it is very interesting with all the various responses students come up with.
Patricia Scales
