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Related Concept Videos

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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.
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Related Experiment Video

Updated: May 22, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Online course design for teaching critical thinking.

Patricia Schaber1, Janet Shanedling

  • 1Occupational Therapy, University of Minnesota, Minneapolis, MN 55455, USA. schab002@umn.edu

Journal of Allied Health
|May 1, 2012
PubMed
Summary

This study shows that a cyclical online course design effectively improves critical thinking (CT) skills in health professional students. Students perceived enhanced CT abilities applicable to their future practice.

Related Experiment Videos

Last Updated: May 22, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Health Professions Education
  • Online Learning Pedagogy

Background:

  • Critical thinking (CT) is vital for health professionals but often overlooked in course design and assessment.
  • Developing CT skills is essential for clinical reasoning and effective practice in healthcare.

Purpose of the Study:

  • To measure CT skill development in an online theory course for occupational therapy students.
  • To evaluate the impact of a cyclical course design on enhancing higher-level thinking processes.

Main Methods:

  • Eighty-six Masters of Occupational Therapy students participated in four sections of an online theory course.
  • Student CT skills were assessed using the Paul and Elder CT Model throughout the course.
  • Student perceptions of CT skill development were gathered via surveys and a focus group.

Main Results:

  • The online course design significantly improved students' critical thinking skills.
  • Students reported enhanced perceived CT skill development, relevant to their professional practice.
  • Key effective course design features included structured learning, timely feedback, repeated assignments, and active engagement.

Conclusions:

  • A cyclical online course design can effectively foster critical thinking skills in health professional education.
  • Online learning environments can be optimized to enhance students' cognitive abilities for clinical practice.
  • Specific pedagogical strategies within online courses are crucial for measurable improvements in critical thinking.