Critical Thinking in Health Sciences Education: Considering “Three Waves”
Affiliation(s)
Department of Educational Policy Studies, Faculty of Education, University of Alberta, Edmonton, Canada. Department of Surgery, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada.
Department of Educational Policy Studies, Faculty of Education, University of Alberta, Edmonton, Canada. Department of Surgery, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada.
ABSTRACT
Historically, health science education has focused on content knowledge. However, there has been increasing recognition that education must focus more on the thinking processes required of future health professionals. In an effort to teach these processes, educators of health science students have looked to the concept of critical thinking. But what does it mean to “think critically”? Despite some attempts to clarify and define critical thinking in health science education and in other fields, it remains a “complex and controversial notion that is difficult to define and, consequently, difficult to study” (Abrami et al., 2008, p. 1103). This selected review offers a roadmap of the various understandings of critical thinking currently in circulation. We will survey three prevalent traditions from which critical thinking theory emerges and the major features of the discourses associated with them: critical thinking as a set of technical skills, as a humanistic mode of accessing creativity and exploring self, and as a mode of ideology critique with a goal of emancipation. The goal of this literature review is to explore the various ways in which critical thinking is understood in the literature, how and from where those understandings emerge, and the debates that shape each understanding.
Cite this paper
Kahlke, R. & White, J. (2013). Critical Thinking in Health Sciences Education: Considering “Three Waves”. Creative Education, 4, 21-29. doi: 10.4236/ce.2013.412A1004.
Kahlke, R. & White, J. (2013). Critical Thinking in Health Sciences Education: Considering “Three Waves”. Creative Education, 4, 21-29. doi: 10.4236/ce.2013.412A1004.
References
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[1] Aberegg, S. K., O’Brien, J. M. Lucarelli, M., & Terry, P. B. (2008). The search-inference framework: A proposed strategy for novice clinical problem solving. Medical Education, 42, 389-395.
http://dx.doi.org/ 10.1111/j.1365-2923. 2008.03019.x [2] Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamin, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 me-ta-analysis. Review of Educational Research, 78, 1102-1134.
http://dx.doi.org/10.3102/0034654308326084 [3] Abu-Dabat, Z. I. (2011). Critical thinking, skills and habits. Journal of Education and Sociology, 2, 28-34. [4] Adorno, T. (1990). Negative Dialectics (E. B. Ashton, Trans.). Taylor & Francis. http://lib.myilibrary.com?ID=7907 [5] Alfaro-LeFevre, R. (2013). Critical thinking, clinical reasoning, and clinical judgment: A practical guide (5th ed.). St. Louis, MO: Elsevier Saunders. [6] Aronowitz, S. (1998). Introduction. Pedagogy of freedom: Ethics, democracy, and civic courage. In P. Freire (Ed.), Pedagogy of freedom (P. Clarke, Trans.). Lanham, MD: Rowman & Littlefield Publishers, Inc. [7] Black, B. (2008). Critical thinking—A definition and taxonomy for Cambridge Assessment: Supporting the validity arguments about critical thinking assessments administered by Cambridge Assessment. Thirty Fourth International Association of Educational Assessment Annual Conference. Cambridge.
http://www.iaea.info/documents/paper_2b711dd1c.f [8] Bowell, T., & Kemp, G. (2001). Critical thinking: A concise guide. New York: Routledge. [9] Brookfield, S. D. (2000). Contesting criticality: Epistemological and practical contradictions in critical reflection. Proceedings of the 40th Adult Education Research Conference, Vancouver: University of British Columbia. [10] Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco, CA: Jossey-Bass. [11] Brunt, B. (2005). Critical thinking in nursing: An integrated review. The Journal of Continuing Education in Nursing, 36, 60-67. [12] Cave, M. T., & Clandinin, J. D. (2007). Learning to live with being a physician. Reflective Practice, 8, 75-91.
http://dx.doi.org/10.1080/14623940601138998 [13] Chan, Z. C. Y. (2012). A systematic review of creative thinking/creativity in nursing education. Nurse Education Today, Advance Online Publication. http://dx.doi.org/10.1016/j.nedt.2012.09.005 [14] Charon, R. (2004). Narrative and medicine. New England Journal of Medicine, 350, 862-864.
http://dx.doi.org/10.1056/NEJMp038249 [15] Charon, R., Banks, J. T., Connelly, J. E., Hawkins, A. H., Hunter, K. M., Jones, A. H., Poirer, S., et al.(1995). Literature and medicine: Contributions to clinical practice. Annals of Internal Medicine, 122, 599-606.
http://dx.doi.org/10.7326/0003-4819-122-8-199504150-00008 [16] Clandinin, J, D., & Cave, M. T. (2008). Creating pedagogical spaces for developing doctor professional identity. Medical Education, 42, 765-770. http://dx.doi.org/10.1111/j.1365-2923.2008.03098.x [17] Crosby, K. (2011). The role of certainty, confidence, and critical thinking in the diagnostic process: Good luck or good thinking? Academic Emergency Medicine, 18, 212-214.
http://dx.doi.org/10.1111/j.1553-2712.2010.00979.x [18] Doukas, D. J., McCullough, L. B., & Wear, S. (2012). Academic Medicine, 87, 334-341.
http://dx.doi.org/10.1097/ACM.0b013e318244728c [19] Ennis, R. H. (1962). A concept of critical thinking. Harvard Educa-tional Review, 32, 81-111. [20] Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4-10.
http://dx.doi.org/10.3102/0013189X018003004 [21] Ennis, R. H. (1990). The extent to which critical thinking is subjectspecific: Further clarification. Educational Researcher, 19, 13-26.
http://dx.doi.org/10.3102/0013189X019004013 [22] Epstein, R. L. (2003). The pocket guide to critical thinking (2nd ed). Toronto, CA: Wadsworth Group. [23] Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (Research Report). Millbrae, CA: The California Academic Press.
http://assessment.aas.duke.edu/documents/Delphi_Report.pdf [24] Facione, P. A. (2011). Critical thinking: What it is and why it counts. (Research Report). Millbrae, CA: The California Aca-demic Press.
http:// www.student.uwa.edu.au/ __data/assets/pdf_file /0003/1922502/Critical- Thinking-What-it-is-and- why-it-counts.pdf [25] Finlayson, J. G. (2005). Habermas: A very short introduction. New York, NY: Oxford University Press.
http://dx.doi.org/10.1093/actrade/9780192840950.001.0001 [26] Fischer, S. C., Spiker, A., & Riedel, S. L. (2009). Critical thinking training for army officers volume two: A model of critical thinking (Research Report). US Army Research Institute for the Behavioral and Social Science.
http://www.researchgate.net/publication/235083753_Critical_Thinking_Training _for_Army_Officers._Volume_ 2_A_Model_of_Critical _Thinking [27] Ford, J. S., & Profetto-McGrath, J. (1994). A model for critical thinking within the context of curriculum as praxis. Journal of Nursing Education, 33, 341-344. [28] Freire, P. (1996). Pedagogy of the oppressed (M. B. Ramon, Trans.). Toronto, CA: Penguin Books. [29] Freire, P. (2008). Education for critical consciousness. New York: Continuum. [30] Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., Zurayk, H. et al. (2010). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. The Lancet, 376, 1923-58.
http://dx.doi.org/10.1016/S0140-6736(10)61854-5 [31] Gambrill, E. (2012). Critical thinking in clinical practice: Improving the quality of judgments and decisions (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc. [32] Garrison, D. R. (1992). Critical thinking and self-directed learning in adult education: An analysis of responsibility and control issues. Adult Education Quarterly, 42, 136-148. [33] Getzlaf, B. A., & Osborne, M. (2010). A journey of critical consciousness: An educational strategy for health care leaders. International Journal of Nursing Educational Scholarshihp, 7, 1-15.
http://dx.doi.org/10.2202/1548-923X.2094 [34] Gibbons, J., & Gray, M. (2004). Critical thinking as integral to social work practice. Journal of Teaching in Social Work, 24, 19-38.
http://dx.doi.org/10.1300/J067v24n01_02 [35] Giroux, H. (1994). Toward a pedagogy of critical thinking. In K. S. Walters (Ed.), Re-thinking reason: New perspectives on critical thinking (pp. 199-204). Albany, NY: State University of New York Press. [36] Giroux, H. A. (2006). Youth, higher education, and the crisis of public time. In H. A. Giroux (Ed.), The Giroux reader (pp. 199-204). Boulder, CO: Paradigm Publishers. [37] Gordon, J. M. (2000). Congruency in defining critical thinking by nurse educators and non-nurse scholars. Journal of Nursing Education, 39, 340-351. [38] Halpern, D. (2003). Thought and knowledge: An introduction to critical thinking. Mahwah, NJ: Lawrence Erlbaum. [39] Harrison, K. (2009). “Listen: This really happened”: Making sense of social work through story-telling. Social Work Education, 28, 750-764. http://dx.doi.org/10.1080/02615470802535755 [40] Heron, G. (2006). Critical thinking in social care and social work: Searching student assignments for the evidence. Social Work Education, 25, 209-224. http://dx.doi.org/10.1080/02615470600564965 [41] Hooks, B. (2010). Teaching critical thinking: Practical wisdom. New York: Routledge. [42] Horkheimer, M. (1995). Critical Theory: Selected essays. New York: Continuum. [43] Johnston, L. B. (2009). Critical thinking and creativity in a social work diversity course: Challenging students to “think outside the box”. Journal of Human Behaviour in the Social Environment, 19, 646-656. http://dx.doi.org/10.1080/10911350902988001 [44] Jones, S. (2006). A journey of seven steps—Social work students as critical thinkers. Special Education, 1, 48-54. [45] Jones-Devitt, S., & Smith, L. (2007). Critical thinking in health and social care. London: Sage Publications. [46] Kaplan, L. D. (1994). Teaching intellectual autonomy: The failure of the critical thinking movement. In K. S. Walters (Ed.), Re-thinking reason: New perspectives on critical thinking (pp. 205-220). Albany, NY: State University of New York Press. [47] King P. M., & Kitchner. K. S. (1990). The reflective judgment model: Transforming assumptions about knowing. In A. B. Knox (Ed.), Fostering critical reflection in adulthood (pp. 159-176). San Francisco, CA: Jos-sey-Bass. [48] Kreiter, C. D., & Bergus, G. (2009). The validity of performance-based measures of clinical reasoning and alternative approaches. Medical Education, 43, 320-325.
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