Critical Thinking Emulation Model With Outcomes-Based Assessment.

Area of Science:

• Medical Education
• Cognitive Science
• Pedagogical Frameworks

Background:

• Critical thinking is crucial in healthcare, yet structured learning outcomes are lacking.
• Existing pedagogical approaches do not fully integrate critical thinking skill development.
• A need exists for a cohesive framework to cultivate critical thinking in health professions education.

Purpose of the Study:

• To develop and evaluate a pedagogical framework for critical thinking skill development.
• To create a symbiotic network of critical thinking exercises with common assessment.
• To enhance student learning through emulation of master clinician thought processes.

Main Methods:

• Descriptive analysis of a symbiotic network of patient-based, student-led critical thinking demonstrations.
• Implementation of a common outcomes-based assessment for diverse skill sets.
• Facilitation of "learning moments" for nuanced exploration of critical thinking skills across disciplines.

Main Results:

• A common emulation-learning model and outcomes-based assessment fostered interdepartmental learning interactions.
• The integrated approach led to rich and varied learning moments, specific to each skill set.
• The pedagogical framework successfully created a symbiotic network of critical thinking exercises.

Conclusions:

• An emulation learning model, based on master clinician thinking, facilitated the development of critical thinking skill sets.
• This approach resulted in a symbiotic network, enhancing skill demonstration and nuance exploration.
• The study addresses a gap in literature regarding critical thinking learning outcomes in professional education.