ERIC Number: EJ1216732
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0307-5079
EISSN: N/A
The Effectiveness of Critical Thinking Instructional Strategies in Health Professions Education: A Systematic Review
Studies in Higher Education, v44 n5 p829-843 2019
This review intends to reveal the current status of the instructional practices used to enhance Critical Thinking (CrT), Clinical Reasoning and Clinical Judgement (CJ) skills and dispositions in Health Sciences Higher Education programmes. After a three-step filtering process, 28 empirical studies on the effectiveness of the instructional strategies were analysed, following PICOS methodology. The analysis tackled the type of strategy, methods and outcomes, the research design, and assessment tools used. Diverse instructional designs, different in length, were used with variable success when compared with traditional lecturing. Several limitations were found, such as insufficient information regarding the intervention design and the alignment between learning outcomes and the assessment instruments. Due to the variability in sample sizes and research designs, it is difficult to conclude on the effectiveness of particular instructional strategies. Researchers ought to recognize the concerns herein discussed when designing, implementing and assessing future interventions.
Descriptors: Instructional Effectiveness, Critical Thinking, Educational Strategies, Medical Evaluation, Allied Health Occupations Education, Health Education, Teaching Methods, Thinking Skills, Outcomes of Education, Instructional Design, Intervention, Comparative Analysis, Undergraduate Students, Graduate Students, Bachelors Degrees, Masters Degrees
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A