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Related Concept Videos

Critical Thinking01:19

Critical Thinking

Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
Critical Thinking II01:25

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
Critical Thinking I01:24

Critical Thinking I

Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career with...
Patient-centered Care01:13

Patient-centered Care

Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
Attribution Theory00:56

Attribution Theory

Behavior is a product of both the situation (e.g., cultural influences, social roles, and the presence of bystanders) and of the person (e.g., personality characteristics). Subfields of psychology tend to focus on one influence or behavior over others. Situationism is the view that our behavior and actions are determined by our immediate environment and surroundings. In contrast, dispositionism holds that our behavior is determined by internal factors (Heider, 1958). An internal factor is an...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

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Thinking critically about critical thinking: ability, disposition or both?

Edward Krupat1, Jared M Sprague, Daniel Wolpaw

  • 1Center for Evaluation, Harvard Medical School, Boston, Massachusetts 02115, USA. ed_krupat@hms.harvard.edu

Medical Education
|May 14, 2011
PubMed
Summary

Clinician-educators

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Area of Science:

  • Medical Education
  • Cognitive Science

Background:

  • Defining critical thinking (CT) in medical education is complex.
  • Existing definitions may not align with observed clinical practice.

Purpose of the Study:

  • To assess agreement on CT definitions among clinician-educators.
  • To evaluate consistency between CT definitions and described clinical actions.

Main Methods:

  • Survey of 97 medical educators across five institutions.
  • Qualitative content analysis of definitions and clinical scenarios.
  • Analysis of actions demonstrating critical thinking and its absence.

Main Results:

  • Definitions primarily focused on CT as a process or ability.
  • Observed absence of CT in scenarios often stemmed from heuristic thinking or low cognitive effort (dispositional).
  • Discrepancy noted between definitional and action-based descriptions of CT.

Conclusions:

  • Reconciling definitions with observed actions is crucial for fostering CT in medical students.
  • Incorporate dispositional aspects like sensitivity to complexity and cognitive effort into CT frameworks.
  • A comprehensive approach to CT education should include ability, process, and disposition.