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Enhancing critical thinking in paramedic continuing education.

A L Dalton1

  • 1Prehospital Education Program, Creighton University, Omaha, Nebraska, USA.

Prehospital and Disaster Medicine
|September 4, 1996
PubMed
Summary
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This study defines critical thinking skills and proposes an efficient educational method to enhance them in paramedic continuing education. The research focuses on applying specific teaching techniques to improve critical thinking in medical professionals.

Area of Science:

  • Medical Education
  • Emergency Medical Services Education

Background:

  • Critical thinking is a crucial skill in medical education, yet defining its components and effective teaching methods remains a challenge.
  • Existing educational approaches may not be optimally tailored for the specific needs and context of paramedic training.

Purpose of the Study:

  • To define critical thinking skills relevant to medical education.
  • To propose a practical and efficient educational methodology for enhancing critical thinking in paramedic continuing education.

Main Methods:

  • Developed a working definition of critical thinking and identified its constituent skills.
  • Described a teaching environment incorporating a critical thinking model and audience characteristics.
  • Applied a research-informed teaching method to a patient case study in a continuing education setting.

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Main Results:

  • Preliminary outcomes indicate the proposed method's potential for promoting critical thinking skills.
  • The educational approach was designed for effective and efficient application within a classroom setting.

Conclusions:

  • The study presents a viable educational strategy to foster critical thinking in paramedics.
  • This method aims to bridge the gap between theoretical critical thinking concepts and practical application in emergency medical services.