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ERIC Number: ED471064
Record Type: Non-Journal
Publication Date: 2002-May
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Critical Thinking Skills through Reflective Clinical Journals.
Collentine, Donna
This report describes a program designed to increase critical thinking skills in order to improve the transfer of material from the classroom to the clinic. The targeted population consisted of second year community college radiography students in a growing, middle class community in the Midwest. Evidence for the existence of the problem included clinical evaluation, anecdotal records, teacher observations, random testing/review of prior learned material and student self-assessments. Analysis of probable causes included the fact that students often memorize the material, there is no formal method to teach critical thinking in the curriculum, and emphasis placed on student performance in the clinic was primarily based on procedure performance. A review of solution strategies suggested by cited authors, combined with an analysis of the problem setting, resulted in the selection of two major categories of intervention: incorporate weekly reflective journal writing; and sharing and feedback from peers and instructor on entries. Post-intervention data indicated that clinical journal writing increased the student's self-esteem, resulted in better transfer of the material from the classroom to the clinic and improved the communication between the instructor and the student. In addition, it may have improved the critical thinking skills of the students; however additional strategies may be needed to cause a major effect. Appendixes contain a journal entry form, the student survey instrument, a journal checklist, a weekly performance evaluation form, and a post-intervention questionnaire. (Contains 23 references, 2 tables, and 1 figure). (Author/RS)
Publication Type: Dissertations/Theses; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A