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Infusing teaching thinking skills into subject-area instruction

W M Su1, J Masoodi, M Kopp

  • 1Nursing Section, Purdue University North Central, Westville, Indiana, USA.

Nurse Educator
|September 18, 1998
PubMed
Summary
This summary is machine-generated.

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This study shows that actively teaching clinical reasoning skills improves diagnostic decision-making. Students learn critical thinking strategies through guided practice and group collaboration.

Area of Science:

  • Medical Education
  • Cognitive Science

Background:

  • Effective clinical reasoning is crucial for accurate medical diagnosis.
  • Traditional teaching methods may not sufficiently develop critical thinking skills in students.

Purpose of the Study:

  • To demonstrate an adapted infusion approach for actively teaching clinical reasoning.
  • To enhance students' critical thinking and diagnostic decision-making strategies.

Main Methods:

  • An instructor-led thinking map models the diagnostic process step-by-step.
  • Students engage in small group practice, monitoring, and strategy revision.

Main Results:

  • Active learning strategies can effectively teach clinical reasoning.
  • Students demonstrated improved application of critical thinking in diagnostic scenarios.

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Conclusions:

  • The adapted infusion approach is a viable method for teaching clinical reasoning.
  • Collaborative practice enhances students' ability to refine clinical reasoning strategies.