I like to use patient scenarios to give them a "real" example to what they are learning and why. "Seeing" the actual problem and giving them activities to solve in small groups helps to understand the why and how and finding solutions to the problem.
Thank you . It is inspiring to know that you are agreeing with my methods of clinical teaching.
Hi Brandon,
You are really getting your students ready for the real world. You know what it takes to be successful, and you are preparing your students accordingly.
Patricia Scales
Hi RAJINI,
This is really bring practicallity into the classroom. This is teaching at its best because this is the type of thing students will encounter on the job.
Patricia Scales
Hi Charles,
I concur! No two classes are the same, simply because of different students. We have to be able to adjust to all types of personalities.
Patricia Scales
As a Respiratory therapist instructor, I use many critical thinking questions with my student. The student must have critical thinking and scenario practice because of the type of board questions after graduating. This is totally one of the challenging thing about respiratory. You have to think fast and around the box when taking care of critical patients. Not only does the test challenge the student with questions they also challenge them with the best answers. (What would you do first?)
its good to get students to think on there own i have to teach every class different because of different personalaties
In teaching clinical nursing skills, every moment student has to use critical thinking skills. one simple example is turning a stroke client every 2 hours and maintaining that position with help of pillows when no custom made wedge pillows are available in the facility. Asking students to verbalize the reason for this intervention.
Hi Sharon,
I agree! To strengthen students critical thinking I have found the following to be helpful, scenarios, case studies, mock learning, role playing, simulations, debates, etc.
Patricia Scales
Hi Kathleen,
Students love it when they can apply what has been learned in school to their personal life as well. Students need to see/understand the benefit of learning.
Patricia Scales
Critical thinking is a topic that is difficult to develop in students. One of the exercises I like to do is to give the students scenarios and ask them how they would solve the problem or work through the case. Sometimes I have to take it step by step and simplify it for students to start the critical thinking process.
Great point! In addition, I show my students how to do food costing for the home so they understand the balance and reprocusions.
Hi Donna,
This is very practical learning. This type of learning prepares the students for things they will encounter on the job.
Patricia Scales
At the present time I am teaching a pathology class. We go over different pathologies and them I put the class into groups and give them a situation with a client that they will be working with. In this situation they have to decide if they will work on this client-why or why not. If they would work with the client what type of modality would they use and tell me why they chose that modality. It gets a pretty good response from the class.
Hi Joe,
Love it, and I especailly love how you guide your students. This is certainly critical/analytical learning at its best.
Patricia Scales
Hi Michael,
Awesome! What a nice and effective way to get away from the same old written exam. This assignment really allows the students to think critically and analytically.
Patricia Scales
I utilize Socratic learing in most of the classes I teach. Students prepare outside of cass and discuss the learning objectives provided in hte syllabus. Everyone is required to participate in the discussion and respond to others comments. The group discusses and selects rules of engagement (such as no personal attacks) beforehand. I monitor the discussions and bring it back when it wonders too far, although I do allow a lot of leeway fro discussion, If key points are not being addressed, I ask leading questions. I find the technique to be very valuable in attaining the higher levels of Bloom's taxonomy. This teaches critical thinking and analytical thinking, in how to think, not what to think.
In all of my courses I utilize group breakout sessions where students are given a scenario and through guided discussion/questions during the week they come up with the solution set. Normally this is a very complex issue based on a real world scenario. Students are given the foundation information and are allowed to discuss in the group setting all of the possible solutions to group problems/questions. The sub groups will then will provide the solution to the main classroom orally. This is a high risk activity, however my students seem to enjoy this much better than a sit down written exam.
Hi Monica,
Anytime open discussion is taking place, most students really do put on their thinking caps. It is amazing what our students can come up with.
Patricia Scales
One way that I help my students think critically is by keeping an open discussion during lectures. Because I teach Anatomy there has to be a lot of lecture due to the amount of material I have to cover. I try t keep my students active by treating my "lectures" like teacher-lead discussion. I am constantly asking questions. In order to develop critical thinking skills in my students it is important to not just ask who, what, and when but also to ask why.
