In this module, I have learned (reinforced my prior learning) about methods for promoting critical thinking (effective thinking) in our Associate of Applied Science program. It is readily apparent that some students (learners) easily process information and solve challenging problems using mental processes consistent with critical thinking. Sadly, in any cohort of our learners, there are those students who (as our module suggests) “resist” going into critical thinking mode. Some wish to remain at the recall level (as suggested in Bloom’s Taxonomy), not wishing to apply, translate, or analyze problems. If I am to demonstrate learning of this concept, then I will also apply what I have learned. I will do so by supporting quantitative research, simple bench studies, often replications, in order to develop analysis skills with my students.
I have been conducting research training for several terms, focusing on learners during their final term of our program. At distance (1,500 miles away) I support and manage research projects that can be done with minimal financial cost, that are reasonably quick, and that do not require Institutional Review Board (IRB) oversight and approval. The amazing outcomes of such research is that the principal researchers become the critical thinking “instructors” of their peers. It is interesting that some resistant learners can learn from a peer more easily than from an instructor or professor. Finally, outcome measures suggest that such critically thought-out learning is rather enduring, another measure of learning, even to being applied in the clinical setting of health care after graduation.
