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Perceptions of the use of critical thinking teaching methods
Nina Kowalczyk1, Ruth Hackworth, Jane Case-Smith
1School of Allied Medical Professions, Ohio State University, Columbus, OH, USA.
Radiologic Technology
|January 24, 2012
Summary
Radiologic science program directors view critical thinking as essential but face challenges in teaching and assessing these skills. Professional development is needed to enhance their confidence and effectiveness in student-centered education.
Area of Science:
- Radiologic Sciences Education
- Medical Education
- Higher Education Pedagogy
Background:
- Critical thinking is vital for radiologic science professionals.
- Implementing student-centered teaching methods presents challenges in higher education.
Purpose of the Study:
- To assess radiologic science program directors' competence in teaching and assessing critical thinking.
- To identify obstacles in implementing student-centered teaching methods.
Main Methods:
- An electronic survey was distributed to 692 program directors.
- Data analysis included descriptive statistics, correlation coefficients, and ANOVA.
Main Results:
- 317 responses indicated critical thinking is essential but requires improvement.
- Strong correlations exist between perceived skill, confidence, and assessment ability.
- Barriers to implementing critical thinking strategies were identified.
Conclusions:
- Program directors recognize the need for professional development in critical thinking education.
- The program director's educational level significantly impacts confidence in teaching and assessing critical thinking.
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