No-boundary thinking in bioinformatics research

PubMed Central

2013-01-01

Currently there are definitions from many agencies and research societies defining “bioinformatics” as deriving knowledge from computational analysis of large volumes of biological and biomedical data. Should this be the bioinformatics research focus? We will discuss this issue in this review article. We would like to promote the idea of supporting human-infrastructure (HI) with no-boundary thinking (NT) in bioinformatics (HINT). PMID:24192339

Current knowledge related to intelligence and thinking with implications for the development and use of case studies.

PubMed

Lunney, Margaret

2008-01-01

This paper reviews current knowledge regarding intelligence and thinking, and relates this knowledge to learning to diagnose human responses and to select health outcomes and nursing interventions. Knowledge from relevant literature sources was summarized. The provision of high-quality nursing care requires use of critical thinking with three elements of nursing care: nursing diagnosis, health outcomes, and nursing interventions. Metacognition (thinking about thinking) should be used with knowledge of the subject matter and repeated practice in using the knowledge. Because there are limited clinical opportunities to practice using metacognition and knowledge of these nursing care elements, case studies can be used to foster nurses' expertise. Simulations of clinical cases are needed that illustrate application of the nursing knowledge represented in NANDA International, Nursing Outcomes Classification, and Nursing Interventions Classification. The International Journal of Nursing Terminologies and Classifications will promote the dispersion of case studies as a means of facilitating the implementation and use of nursing languages and classifications.

The effectiveness of problem-based learning on development of nursing students' critical thinking: a systematic review and meta-analysis.

PubMed

Kong, Ling-Na; Qin, Bo; Zhou, Ying-qing; Mou, Shao-yu; Gao, Hui-Ming

2014-03-01

The objective of this systematic review and meta-analysis was to estimate the effectiveness of problem-based learning in developing nursing students' critical thinking. Searches of PubMed, EMBASE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Proquest, Cochrane Central Register of Controlled Trials (CENTRAL) and China National Knowledge Infrastructure (CNKI) were undertaken to identify randomized controlled trails from 1965 to December 2012, comparing problem-based learning with traditional lectures on the effectiveness of development of nursing students' critical thinking, with no language limitation. The mesh-terms or key words used in the search were problem-based learning, thinking, critical thinking, nursing, nursing education, nurse education, nurse students, nursing students and pupil nurse. Two reviewers independently assessed eligibility and extracted data. Quality assessment was conducted independently by two reviewers using the Cochrane Collaboration's Risk of Bias Tool. We analyzed critical thinking scores (continuous outcomes) using a standardized mean difference (SMD) or weighted mean difference (WMD) with a 95% confidence intervals (CIs). Heterogeneity was assessed using the Cochran's Q statistic and I(2) statistic. Publication bias was assessed by means of funnel plot and Egger's test of asymmetry. Nine articles representing eight randomized controlled trials were included in the meta-analysis. Most studies were of low risk of bias. The pooled effect size showed problem-based learning was able to improve nursing students' critical thinking (overall critical thinking scores SMD=0.33, 95%CI=0.13-0.52, P=0.0009), compared with traditional lectures. There was low heterogeneity (overall critical thinking scores I(2)=45%, P=0.07) in the meta-analysis. No significant publication bias was observed regarding overall critical thinking scores (P=0.536). Sensitivity analysis showed that the result of our meta-analysis was reliable. Most effect sizes for subscales of the California Critical Thinking Dispositions Inventory (CCTDI) and Bloom's Taxonomy favored problem-based learning, while effect sizes for all subscales of the California Critical Thinking Skills Test (CCTST) and most subscales of the Watson-Glaser Critical Thinking Appraisal (WCGTA) were inconclusive. The results of the current meta-analysis indicate that problem-based learning might help nursing students to improve their critical thinking. More research with larger sample size and high quality in different nursing educational contexts are required. Copyright © 2013 Elsevier Ltd. All rights reserved.

Retinal vein occlusion: pathophysiology and treatment options.

PubMed

Karia, Niral

2010-07-30

This paper reviews the current thinking about retinal vein occlusion. It gives an overview of its pathophysiology and discusses the evidence behind the various established and emerging treatment paradigms.

A preliminary study on the integral relationship between critical thinking and mathematical thinking among practicing civil engineers

NASA Astrophysics Data System (ADS)

Osman, Sharifah; Mohammad, Shahrin; Abu, Mohd Salleh

2015-05-01

Mathematics and engineering are inexorably and significantly linked and essentially required in analyzing and accessing thought to make good judgment when dealing in complex and varied engineering problems. A study in the current engineering education curriculum to explore how the critical thinking and mathematical thinking relates to one another, is therefore timely crucial. Unfortunately, there is not much information available explicating about the link. This paper aims to report findings of a critical review as well as to provide brief description of an on-going research aimed to investigate the dispositions of critical thinking and the relationship and integration between critical thinking and mathematical thinking during the execution of civil engineering tasks. The first part of the paper reports an in-depth review on these matters based on rather limited resources. The review showed a considerable form of congruency between these two perspectives of thinking, with some prevalent trends of engineering workplace tasks, problems and challenges. The second part describes an on-going research to be conducted by the researcher to investigate rigorously the relationship and integration between these two types of thinking within the perspective of civil engineering tasks. A reasonably close non-participant observations and semi-structured interviews will be executed for the pilot and main stages of the study. The data will be analyzed using constant comparative analysis in which the grounded theory methodology will be adopted. The findings will serve as a useful grounding for constructing a substantive theory revealing the integral relationship between critical thinking and mathematical thinking in the real civil engineering practice context. The substantive theory, from an angle of view, is expected to contribute some additional useful information to the engineering program outcomes and engineering education instructions, aligns with the expectations of engineering program outcomes set by the Engineering Accreditation Council.

A systematic review on critical thinking in medical education.

PubMed

Chan, Zenobia C Y

2016-04-18

Critical thinking is the ability to raise discriminating questions in an attempt to search for better ideas, a deeper understanding and better solutions relating to a given issue. This systematic review provides a summary of efforts that have been made to enhance and assess critical thinking in medical education. Nine databases [Ovid MEDLINE(R), AMED, Academic Search Premier, ERIC, CINAHL, Web of Science, JSTOR, SCOPUS and PsycINFO] were searched to identify journal articles published from the start of each database to October 2012. A total of 41 articles published from 1981 to 2012 were categorised into two main themes: (i) evaluation of current education on critical thinking and (ii) development of new strategies about critical thinking. Under each theme, the teaching strategies, assessment tools, uses of multimedia and stakeholders were analysed. While a majority of studies developed teaching strategies and multimedia tools, a further examination of their quality and variety could yield some insights. The articles on assessment placed a greater focus on learning outcomes than on learning processes. It is expected that more research will be conducted on teacher development and students' voices.

Ethical Business Cultures: A Literature Review and Implications for HRD

ERIC Educational Resources Information Center

Ardichvili, Alexandre; Jondle, Douglas

2009-01-01

This literature review identifies characteristics of ethical business cultures, describes factors, considered to be important in developing such cultures, describes current practices of developing ethical culture programs, and discusses the role of HRD in developing ethical business cultures. We argue that ethical thinking and behavior can be…

Retinal vein occlusion: pathophysiology and treatment options

PubMed Central

Karia, Niral

2010-01-01

This paper reviews the current thinking about retinal vein occlusion. It gives an overview of its pathophysiology and discusses the evidence behind the various established and emerging treatment paradigms. PMID:20689798

Visual-spatial thinking: An aspect of science overlooked by educators

NASA Astrophysics Data System (ADS)

Mathewson, James H.

1999-01-01

Thinking with images plays a central role in scientific creativity and communication but is neglected in science classrooms. This article reviews the fundamental role of imagery in science and technology and our current knowledge of visual-spatial cognition. A novel analogic and thematic organization of images and visualization within science and technology is proposed that can help in the generation and evaluation of classroom activities and materials, and serve as a focus for professional development programs in visual-spatial thinking for science teachers. Visual-spatial thinking includes vision - using the eyes to identify, locate, and think about objects and ourselves in the world, and imagery - the formation, inspection, transformation, and maintenance of images in the mind's eye in the absence of a visual stimulus. A spatial image preserves relationships among a complex set of ideas as a single chunk in working memory, increasing the amount of information that can be maintained in consciousness at a given moment. Vision and imagery are fundamental cognitive processes using specialized pathways in the brain and rely on our memory of prior experience. Visual-spatial thinking develops from birth, together with language and other specialized abilities, through interactions between inherited capabilities and experience. Scientific creativity can be considered as an amalgam of three closely allied mental formats: images; metaphors; and unifying ideas (themes). Combinations of images, analogies, and themes pervade science in the form of master images and visualization techniques. A critique of current practice in education contrasts the subservient role of visual-spatial learning with the dominance of the alphanumeric encoding skills in classroom and textbooks. The lack of coherence in curriculum, pedagogy, and learning theory requires reform that addresses thinking skills, including imagery. Successful integration of information, skills and attitudes into cohesive mental schemata employed by self-aware human beings is a basic goal of education. The current attempt to impose integration using themes is criticized on the grounds that the required underpinning in cognitive skills and content knowledge by teachers and students may be absent. Teaching strategies that employ visual-spatial thinking are reviewed. Master images are recommended as a novel point of departure for a systematic development of programs on visual-spatial thinking in research, teacher education, curriculum, and classroom practice.

Improving medical students' knowledge of genetic disease: a review of current and emerging pedagogical practices.

PubMed

Wolyniak, Michael J; Bemis, Lynne T; Prunuske, Amy J

2015-01-01

Genetics is an essential subject to be mastered by health professional students of all types. However, technological advances in genomics and recent pedagogical research have changed the way in which many medical training programs teach genetics to their students. These advances favor a more experience-based education focused primarily on developing student's critical thinking skills. In this review, we examine the current state of genetics education at both the preclinical and clinical levels and the ways in which medical and pedagogical research have guided reforms to current and emerging teaching practices in genetics. We discover exciting trends taking place in which genetics is integrated with other scientific disciplines both horizontally and vertically across medical curricula to emphasize training in scientific critical thinking skills among students via the evaluation of clinical evidence and consultation of online databases. These trends will produce future health professionals with the skills and confidence necessary to embrace the new tools of medical practice that have emerged from scientific advances in genetics, genomics, and bioinformatics.

Educational Technology in Holland. The Practice of Instruction

ERIC Educational Resources Information Center

Buter, E. M.

1969-01-01

Discusses the impact of programed instruction on the didactic tradition in education Holland and reviews the thinking on educational technology currently being done at the Teachers' Training Institute of the University of Amsterdam. (LS)

Discussion. Think SMART, Not Hard--A Review of Teaching Decision Making in Sport from an Ecological Rationality Perspective

ERIC Educational Resources Information Center

Raab, Markus

2007-01-01

Background: Recent developments of theories for teaching decision making in sport offer a large variety of applications for the context of physical education. Purpose: This review of current models of teaching tactical skills concludes that most models incorporate different cognitive learning mechanisms, such as implicit and explicit learning, and…

Proceedings of the Fourth Annual Deep Brain Stimulation Think Tank: A Review of Emerging Issues and Technologies

PubMed Central

Deeb, Wissam; Giordano, James J.; Rossi, Peter J.; Mogilner, Alon Y.; Gunduz, Aysegul; Judy, Jack W.; Klassen, Bryan T.; Butson, Christopher R.; Van Horne, Craig; Deny, Damiaan; Dougherty, Darin D.; Rowell, David; Gerhardt, Greg A.; Smith, Gwenn S.; Ponce, Francisco A.; Walker, Harrison C.; Bronte-Stewart, Helen M.; Mayberg, Helen S.; Chizeck, Howard J.; Langevin, Jean-Philippe; Volkmann, Jens; Ostrem, Jill L.; Shute, Jonathan B.; Jimenez-Shahed, Joohi; Foote, Kelly D.; Wagle Shukla, Aparna; Rossi, Marvin A.; Oh, Michael; Pourfar, Michael; Rosenberg, Paul B.; Silburn, Peter A.; de Hemptine, Coralie; Starr, Philip A.; Denison, Timothy; Akbar, Umer; Grill, Warren M.; Okun, Michael S.

2016-01-01

This paper provides an overview of current progress in the technological advances and the use of deep brain stimulation (DBS) to treat neurological and neuropsychiatric disorders, as presented by participants of the Fourth Annual DBS Think Tank, which was convened in March 2016 in conjunction with the Center for Movement Disorders and Neurorestoration at the University of Florida, Gainesveille FL, USA. The Think Tank discussions first focused on policy and advocacy in DBS research and clinical practice, formation of registries, and issues involving the use of DBS in the treatment of Tourette Syndrome. Next, advances in the use of neuroimaging and electrochemical markers to enhance DBS specificity were addressed. Updates on ongoing use and developments of DBS for the treatment of Parkinson's disease, essential tremor, Alzheimer's disease, depression, post-traumatic stress disorder, obesity, addiction were presented, and progress toward innovation(s) in closed-loop applications were discussed. Each section of these proceedings provides updates and highlights of new information as presented at this year's international Think Tank, with a view toward current and near future advancement of the field. PMID:27920671

Improving medical students’ knowledge of genetic disease: a review of current and emerging pedagogical practices

PubMed Central

Wolyniak, Michael J; Bemis, Lynne T; Prunuske, Amy J

2015-01-01

Genetics is an essential subject to be mastered by health professional students of all types. However, technological advances in genomics and recent pedagogical research have changed the way in which many medical training programs teach genetics to their students. These advances favor a more experience-based education focused primarily on developing student’s critical thinking skills. In this review, we examine the current state of genetics education at both the preclinical and clinical levels and the ways in which medical and pedagogical research have guided reforms to current and emerging teaching practices in genetics. We discover exciting trends taking place in which genetics is integrated with other scientific disciplines both horizontally and vertically across medical curricula to emphasize training in scientific critical thinking skills among students via the evaluation of clinical evidence and consultation of online databases. These trends will produce future health professionals with the skills and confidence necessary to embrace the new tools of medical practice that have emerged from scientific advances in genetics, genomics, and bioinformatics. PMID:26604852

An Integrative Review of the Concealed Connection: Nurse Educators' Critical Thinking.

PubMed

Raymond, Christy; Profetto-McGrath, Joanne; Myrick, Florence; Strean, William B

2017-11-01

The role of nurse educators in the development of students' critical thinking has been overlooked despite the emphasized need for effective teaching methods. An integrative review was performed to examine both quantitative and qualitative research published from 2000 to 2015 related to nurse educators' critical thinking. Many barriers and facilitators existing on individual, interpersonal, and contextual levels affected nurse educators' critical thinking. Various tools have been used to measure nurse educators' critical thinking. This review also highlighted the continued lack of a consensus definition of critical thinking and the limited presence of conceptual models to guide the use of critical thinking in nursing education. Continued examination of nurse educators' critical thinking is needed, given the limited number of studies that have been completed. Much needs to be explored further, including conceptualizations of critical thinking and confirmation of emerging themes identified in this review. [J Nurs Educ. 2017;56(11):648-654.]. © 2017 Raymond, Profetto-McGrath, Myrick, et al.

Cognitive Effects of ThinkRx Cognitive Rehabilitation Training for Eleven Soldiers with Brain Injury: A Retrospective Chart Review

PubMed Central

Ledbetter, Christina; Moore, Amy Lawson; Mitchell, Tanya

2017-01-01

Cognitive rehabilitation training is a promising technique for remediating the cognitive deficits associated with brain injury. Extant research is dominated by computer-based interventions with varied results. Results from clinician-delivered cognitive rehabilitation are notably lacking in the literature. The current study examined the cognitive outcomes following ThinkRx, a clinician-delivered cognitive rehabilitation training program for soldiers recovering from traumatic brain injury and acquired brain injury. In a retrospective chart review, we examined cognitive outcomes of 11 cases who had completed an average of 80 h of ThinkRx cognitive rehabilitation training delivered by clinicians and supplemented with digital training exercises. Outcome measures included scores from six cognitive skill batteries on the Woodcock Johnson – III Tests of Cognitive Abilities. Participants achieved gains in all cognitive skills tested and achieved statistically significant changes in long-term memory, processing speed, auditory processing, and fluid reasoning with very large effect sizes. Clinically significant changes in multiple cognitive skills were also noted across cases. Results of the study suggest that ThinkRx clinician-delivered cognitive training supplemented with digital exercises may be a viable method for targeting the cognitive deficits associated with brain injury. PMID:28588534

Handbook of Early Childhood Education

ERIC Educational Resources Information Center

Pianta, Robert C., Ed.

2012-01-01

Comprehensive and authoritative, this forward-thinking book reviews the breadth of current knowledge about early education and identifies important priorities for practice and policy. Robert C. Pianta and his associates bring together foremost experts to examine what works in promoting all children's school readiness and social-emotional…

The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis.

PubMed

Yue, Meng; Zhang, Meng; Zhang, Chunmei; Jin, Changde

2017-05-01

As an essential skill in daily clinical nursing practice, critical thinking ability has been an important objective in nursing education. Concept mapping enables nursing students connect new information to existing knowledge and integrates interdisciplinary knowledge. However, there is a lack of evidence related to critical thinking ability and concept mapping in nursing education. The purpose of this systematic review and meta-analysis was to assess the effect of concept mapping in developing critical thinking in nursing education. This systematic review was reported in line with Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). A search was conducted in PubMed, Web of science, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), Cumulative Index to Nursing and Allied Health (CINAHL) and China National Knowledge Infrastructure (CNKI). Randomized controlled trials (RCT) comparing concept mapping and traditional teaching method were retrieved. Data were collected by two reviewers according to the data extraction tables. The methodological quality of included studies was assessed by other two reviewers. The results of meta-analysis were presented using mean difference (MD). Thirteen trials were summarized in the systematic review and eleven trials were included in the meta-analysis. The pooled effect size showed that, comparing with traditional methods, concept mapping could improve subjects' critical thinking ability measured by California Critical Thinking Disposition Inventory (CCTDI), California Critical Thinking Skill Test (CCTST) and Critical Thinking Scale (CTS). The subgroup analyses showed that concept mapping improved the score of all subscales. The result of this review indicated that concept mapping could affect the critical thinking affective dispositions and critical thinking cognitive skills. Further high quality research using uniform evaluation is required. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Oncology Nursing Society Leadership Competency project: developing a road map to professional excellence.

PubMed

Day, Donald D; Hand, Mikel W; Jones, Ann R; Harrington, Nancy Kay; Best, Robyn; LeFebvre, Kristine B

2014-08-01

Combining the recommendations of the Institute of Medicine's report on the future of nursing, an Oncology Nursing Society (ONS) leadership think tank, and current evidence, the ONS Leadership Competencies were developed to provide all nurses with a pathway to advance their leadership skills and abilities. Generated through a systematic approach of literature review, data synthesis, and peer and expert review, the ONS Leadership Competencies are divided into five domains: vision, knowledge, interpersonal effectiveness, systems thinking, and personal mastery. Each of the competencies can be measured at the individual, group, and governance levels. They serve as a means of self-assessment, growth, future planning, and professional development. This article describes the process used to develop the ONS Leadership Competencies and offers examples of how they may be used in practice.

The Role of Critical Thinking in Science Education

ERIC Educational Resources Information Center

Santos, Luis Fernando

2017-01-01

This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and curriculum, and the conception of critical thinking and fostering in science education. This review is specially…

Development Ethics and Funding Communications Projects: Some Critical Reflections.

ERIC Educational Resources Information Center

McAnany, Emile G.

To evaluate the ethical role of researchers in developmental communication, this paper first reviews current thinking on development theories, suggesting that world recession, as well as skyrocketing national debts and internal conflicts in Third World nations underscore (1) the relationship between Third World development and global stability,…

Future long-range transports - Prospects for improved fuel efficiency

NASA Technical Reports Server (NTRS)

Nagel, A. L.; Alford, W. J., Jr.; Dugan, J. F., Jr.

1975-01-01

A status report is provided on current thinking concerning potential improvements in fuel efficiency and possible alternate fuels. Topics reviewed are: historical trends in airplane efficiency; technological opportunities including supercritical aerodynamics, vortex diffusers, composite materials, propulsion systems, active controls, and terminal-area operations; unconventional design concepts, and hydrogen-fueled airplane.

Writing about Clients: Developing Composite Case Material and Its Rationale

ERIC Educational Resources Information Center

Duffy, Maureen

2010-01-01

Ethical guidelines of the 4 major professional associations representing counselors and psychotherapists are reviewed. To help clarify thinking about writing up clinical cases, 3 kinds of cases are described. The author concludes that the current guidelines for clinician authors in writing about clients for publication or presentation are…

Leadership of education psychological services: fit for purpose?

PubMed

Booker, Roger

2013-06-01

At a time of great change for educational psychology services in England, this paper reviews current theories of leadership and proposes how an integration of key aspects of these can be applied to support a self review of leadership practice, both by individual leaders and by services. The message from current theory is that in the midst of complexity and rapid change, a primary focus on the head of service is outdated; there should instead be a focus to develop the leadership capacity of the service as a whole. Key constructs considered are systems thinking, social identity, authenticity, and leadership as social construction.

Principles of unit charging.

PubMed

Lunnon, R J

1989-07-01

Unfortunately, training medical photographers and artists does not include finance management, but in the 'cost effective' atmosphere of both NHS and universities today we must learn to approach the subject in a manner likely to satisfy our financial masters. The experience gained in introducing a unit cost system and using it for 17 years will be reviewed but more importantly, as the system has been adopted and adapted by so many, the benefits of using such a system and changing to concur with current financial thinking will also be discussed. Are we in such a Korner as we might think?

SUCCESSFUL IMPLEMENTATION OF LEAN AS A MANAGERIAL PRINCIPLE IN HEALTH CARE: A CONCEPTUAL ANALYSIS FROM SYSTEMATIC LITERATURE REVIEW.

PubMed

Maijala, Riikka; Eloranta, Sini; Reunanen, Tero; Ikonen, Tuija S

2018-01-01

The aim of this study was to identify and analyze the characteristics of leadership and management associated with a successful Lean thinking adaptation in healthcare. A systematic literature review was undertaken using electronic databases: PubMed, PubMed Systematic Review, ABI/INFORM, Business Source Complete, Emerald, JBI, and Cinahl. Inclusion criteria were: (i) a description of Lean management or leadership in health care, (ii) a reference to Lean thinking, (iii) a peer-reviewed original research article or a literature review, and (iv) a full text article available in English. Among the 1,754 peer-reviewed articles identified, nine original articles and three systematic reviews met the inclusion criteria. Data on informants, methods, and settings were extracted and collated. Content analysis was used to conduct a review of the nine original studies describing and analyzing the success factors of Lean adaptation. The characteristics of leadership and management were analyzed by using the concept of a managerial windshield that divides leadership and management into four ontological dimensions: activities, style, focus, and purpose, each with typical developmental stages of skills and capabilities. The current study has some limitations: some papers from the journals not indexed in the searched databases may have been overlooked and the literature searches were carried out only for a 5-year period. Considering the results using the windshield concept emphasizes the philosophy, principles, and tools of Lean thinking. Lean leadership and management factors in health care were mainly conceptualized as skills and capabilities such as problem solving, making changes occur, empowering, communicating, coaching, supporting, facilitating, being democratic, organizational learning, and organizational success, all of which represented middle-stage or advanced managerial skills and capabilities. A conceptual analysis of systematically reviewed studies of Lean leadership and management point to certain traits as being typical when adapting Lean thinking to health care. The concept of a managerial windshield is useful when categorizing and analyzing essential managerial skills and capabilities for Lean implementation. Findings are beneficial when learning and educating the skills required for Lean transformation in healthcare organizations.

An interdisciplinary review of current and future approaches to improving human-predator relations.

PubMed

Pooley, S; Barua, M; Beinart, W; Dickman, A; Holmes, G; Lorimer, J; Loveridge, A J; Macdonald, D W; Marvin, G; Redpath, S; Sillero-Zubiri, C; Zimmermann, A; Milner-Gulland, E J

2017-06-01

In a world of shrinking habitats and increasing competition for natural resources, potentially dangerous predators bring the challenges of coexisting with wildlife sharply into focus. Through interdisciplinary collaboration among authors trained in the humanities, social sciences, and natural sciences, we reviewed current approaches to mitigating adverse human-predator encounters and devised a vision for future approaches to understanding and mitigating such encounters. Limitations to current approaches to mitigation include too much focus on negative impacts; oversimplified equating of levels of damage with levels of conflict; and unsuccessful technical fixes resulting from failure to engage locals, address hidden costs, or understand cultural (nonscientific) explanations of the causality of attacks. An emerging interdisciplinary literature suggests that to better frame and successfully mitigate negative human-predator relations conservation professionals need to consider dispensing with conflict as the dominant framework for thinking about human-predator encounters; work out what conflicts are really about (they may be human-human conflicts); unravel the historical contexts of particular conflicts; and explore different cultural ways of thinking about animals. The idea of cosmopolitan natures may help conservation professionals think more clearly about human-predator relations in both local and global context. These new perspectives for future research practice include a recommendation for focused interdisciplinary research and the use of new approaches, including human-animal geography, multispecies ethnography, and approaches from the environmental humanities notably environmental history. Managers should think carefully about how they engage with local cultural beliefs about wildlife, work with all parties to agree on what constitutes good evidence, develop processes and methods to mitigate conflicts, and decide how to monitor and evaluate these. Demand for immediate solutions that benefit both conservation and development favors dispute resolution and technical fixes, which obscures important underlying drivers of conflicts. If these drivers are not considered, well-intentioned efforts focused on human-wildlife conflicts will fail. © 2016 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of Society for Conservation Biology.

Competency of new graduate nurses: a review of their weaknesses and strategies for success.

PubMed

Theisen, Janelle L; Sandau, Kristin E

2013-09-01

Because of the ongoing nursing shortage and the increasing acuity of patients, new graduate nurses must master both psychomotor and critical thinking skills rapidly. Inadequate orientation leads to high turnover rates for new graduates. Health care leaders must examine the competencies needed for new graduate nurses to succeed in this environment. A critical review of studies (n = 26) was conducted to identify crucial competencies that are needed for new graduate nurses to be successful. Six areas were identified in which new graduates lacked competence: communication, leadership, organization, critical thinking, specific situations, and stress management. Strategies were identified to improve the transition of new graduates. Hospitals should consider implementing nurse residency programs that include strategies for clear communication and conflict management, prioritization skills, and leadership development. Schools of nursing should add communication strategies to their current focus on critical thinking, clinical reasoning, and simulation scenarios and include situation-specific skills such as end-of-life scenarios. Further research should focus on stress management, leadership, clinical reasoning, and evaluation of measurement tools for new graduates. Copyright 2013, SLACK Incorporated.

[The application of creative thinking teaching in nursing education].

PubMed

Ku, Ya-Lie; Chang, Ching-Feng; Kuo, Chien-Lin; Sheu, Sheila

2010-04-01

Nursing education is increasingly expected to cultivate nursing student creative abilities in line with general Ministry of Education promotion of greater creativity within education and the greater leeway for creativity won domestically for nurses by professional nursing organizations. Creative thinking has been named by education experts in the United States as the third most important goal of nursing education. However, nursing students in Taiwan have been shown to test lower in terms of creativity than students enrolled in business management. Leaders in nursing education should consider methods by which to improve the creative thinking capabilities of nursing students. Articles in the literature indicate that courses in creative studies are concentrated in the field of education, with few designed specifically for nursing. The teaching of constructing creative thinking is particularly weak in the nursing field. The purpose of this article was to review literature on education and nursing in order to explore current definitions, teaching strategies, and evaluation approaches related to creativity, and to develop a foundation for teaching creativity in nursing. The authors hope that an appropriate creative thinking course for nursing students may be constructed by referencing guidance provided in this in order to further cultivate creative thinking abilities in nursing students that will facilitate their application of creative thinking in their future clinical practicum.

Content Analysis in Computer-Mediated Communication: Analyzing Models for Assessing Critical Thinking through the Lens of Social Constructivism

ERIC Educational Resources Information Center

Buraphadeja, Vasa; Dawson, Kara

2008-01-01

This article reviews content analysis studies aimed to assess critical thinking in computer-mediated communication. It also discusses theories and content analysis models that encourage critical thinking skills in asynchronous learning environments and reviews theories and factors that may foster critical thinking skills and new knowledge…

Latchkey Children and School-Age Child Care: A Background Briefing. Policy Issues.

ERIC Educational Resources Information Center

Fink, Dale B.

This background briefing paper synthesizes current thinking and practice on the issue of latchkey children and school-age child care (SACC). The paper defines the problem of latchkey children; reviews related literature and programmatic responses to the problem; reports responses of four southern states; and points out implications for policy…

Should Coaches Believe in Innate Ability? The Importance of Leadership Mindset

ERIC Educational Resources Information Center

Chase, Melissa A.

2010-01-01

The purpose of this article is to examine how individuals' personal beliefs about the antecedents of leadership ability influence their leadership behavior and ultimate effectiveness. The relevant literature is reviewed to highlight current thinking in relation to the debate over whether leadership is innate or learned. A leadership mindset that…

Disciplinary Views of Corresponding Elementary School Subjects. Elementary Subjects Center Series No. 27.

ERIC Educational Resources Information Center

Brophy, Jere

For this study, professors representing eight disciplines--science, mathematics, political science, music, literature, history, geography, and the visual arts--were asked first to review historical trends and current thinking in their disciplines and then to prepare papers about the ways in which the disciplines should be represented in the…

Management of Learning. New Dimensions in Higher Education. Number 5.

ERIC Educational Resources Information Center

Duryea, E. D.; Hatch, Winslow R.

Areas of academic administration with which current thinking is concerned are indicated, and a conceptual scheme reflecting these areas and pointing to directions for future studies is suggested. Published and unpublished work that develops new insights into the theory, process, and operations of college and university administration is reviewed.…

Learning styles and critical thinking relationship in baccalaureate nursing education: a systematic review.

PubMed

Andreou, Christos; Papastavrou, Evridiki; Merkouris, Anastasios

2014-03-01

Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts "learning styles" and "critical thinking" have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education. To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students. Systematic review. Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed. Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies. Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles-critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles. Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies identical learning styles were found to be positively or negatively related to critical thinking. However comparative findings across studies revealed that all learning styles might be positive determinants toward critical thinking evolution, suggesting that there is a relationship between learning styles and critical thinking. Certain links between learning styles and critical thinking were supported in given settings and given nursing student populations. Further field exploration is required. Copyright © 2013 Elsevier Ltd. All rights reserved.

Cognitive Competence as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Sun, Rachel C. F.; Hui, Eadaoin K. P.

2012-01-01

This paper focuses on discussing critical thinking and creative thinking as the core cognitive competence. It reviews and compares several theories of thinking, highlights the features of critical thinking and creative thinking, and delineates their interrelationships. It discusses cognitive competence as a positive youth development construct by linking its relationships with adolescent development and its contributions to adolescents' learning and wellbeing. Critical thinking and creative thinking are translated into self-regulated cognitive skills for adolescents to master and capitalize on, so as to facilitate knowledge construction, task completion, problem solving, and decision making. Ways of fostering these thinking skills, cognitive competence, and ultimately positive youth development are discussed. PMID:22654575

Critical thinking in nursing: an integrated review.

PubMed

Brunt, Barbara A

2005-01-01

Critical thinking skills are essential to function in today's complex health care environment and to ensure continuing competence for the future. This article provides a review of various definitions and research studies related to critical thinking. Educators and researchers need to clearly define critical thinking, because there has been wide variation in definitions and descriptions of critical thinking. Research studies have shown inconsistent findings, and many have used a one-group pretest-posttest design over a single course or during the length of a nursing program. Studies have not shown an association between critical thinking and competence; rigorous research studies are needed to understand the process of critical thinking.

Bio-geomorphology and resilience thinking: Common ground and challenges

NASA Astrophysics Data System (ADS)

Thoms, Martin C.; Meitzen, Kimberly M.; Julian, Jason P.; Butler, David R.

2018-03-01

Geomorphology plays a fundamental role in shaping and maintaining landscapes, as well as influencing the social and ecological systems that occupy and utilize these landscapes. In turn, social-ecological systems can have a profound influence on geomorphic forms and processes. These interactions highlight the tightly coupled nature of geomorphic systems. Over the past decade, there has been a proliferation of research at the interface of geomorphology and resilience thinking, and the 2017 Binghamton Symposium brought together leading researchers from both communities to address mutual concerns and challenges of these two disciplines. This paper reviews some of the key intersections between the disciplines of bio-geomorphology and resilience thinking, and the papers presented at the symposium. The papers in this volume illustrate the current status of the disciplines, the difficulties in bridging the disciplines, and the issues that are emerging as research priorities.

Indication for peritoneal biopsy in tuberculous peritonitis.

PubMed

Chow, Kai Ming; Chow, Viola Chi-Ying; Szeto, Cheuk Chun

2003-06-01

With the introduction of effective antituberculous chemotherapy, the clinical outcome of tuberculous peritonitis depends much on the diagnostic accuracy of this disease entity. This review summarizes the current state-of-the-art thinking regarding the protean manifestation and diagnostic modalities of this major infectious disease. This review was compiled after an extensive search of the current and historical literature, comprising 1,070 cases of tuberculous peritonitis. A number of important areas were highlighted, with emphasis on the diagnostic value and clinical impact of peritoneal biopsy. We believe an aggressive diagnostic approach, particularly with peritoneal biopsy, is warranted for the diagnosis and timely treatment of tuberculous peritonitis.

Leadership of education psychological services: fit for purpose?

PubMed Central

Booker, Roger

2013-01-01

At a time of great change for educational psychology services in England, this paper reviews current theories of leadership and proposes how an integration of key aspects of these can be applied to support a self review of leadership practice, both by individual leaders and by services. The message from current theory is that in the midst of complexity and rapid change, a primary focus on the head of service is outdated; there should instead be a focus to develop the leadership capacity of the service as a whole. Key constructs considered are systems thinking, social identity, authenticity, and leadership as social construction. PMID:26157196

Critical thinking dispositions of nursing students in Asian and non-Asian countries: a literature review.

PubMed

Salsali, Mahvash; Tajvidi, Mansooreh; Ghiyasvandian, Shahrzad

2013-09-26

Critical thinking disposition represents an inclination of a person to use possessed skills in relation to critical thinking. The trend of critical thinking has been described as inner motivation to solve problems and make decisions by thinking. In nursing as a practical profession, the concept of critical thinking dispositions is important component in helping to manage complex health situations and to deal with patient issues effectively. Willingness to think critically is a prerequisite for safe and subtly performance. The results of studies show critical thinking dispositions of nursing students in Asian countries are different from non-Asian countries. Aim of this literature review was to compare critical thinking dispositions of nursing students in Asian and non-Asian countries. Literature review was done in English and Persian databases. The results showed of the 795 articles published in English and Persian language that studied critical thinking, 73 ones studied critical thinking skills and dispositions in nursing education, and relationship between teaching methods and critical thinking skills and dispositions in nursing education of different countries. Fifteen of seventy three articles assessed critical thinking dispositions in nursing students. Limited studies showed that the Asian nursing students had mostly undermining score of the critical thinking dispositions, while non-Asian countries tend to positive scores. The reasons for these differences could be due to issues such as environmental, educational methods and cultural differences. However, future studies should measure critical thinking disposition by discipline-based tools.

Critical Thinking Dispositions of Nursing Students in Asian and Non-Asian Countries: A Literature Review

PubMed Central

Salsali, Mahvash; Tajvidi, Mansooreh; Ghiyasvandian, Shahrzad

2013-01-01

Critical thinking disposition represents an inclination of a person to use possessed skills in relation to critical thinking. The trend of critical thinking has been described as inner motivation to solve problems and make decisions by thinking. In nursing as a practical profession, the concept of critical thinking dispositions is important component in helping to manage complex health situations and to deal with patient issues effectively. Willingness to think critically is a prerequisite for safe and subtly performance. The results of studies show critical thinking dispositions of nursing students in Asian countries are different from non-Asian countries. Aim of this literature review was to compare critical thinking dispositions of nursing students in Asian and non-Asian countries. Literature review was done in English and Persian databases. The results showed of the 795 articles published in English and Persian language that studied critical thinking, 73 ones studied critical thinking skills and dispositions in nursing education, and relationship between teaching methods and critical thinking skills and dispositions in nursing education of different countries. Fifteen of seventy three articles assessed critical thinking dispositions in nursing students. Limited studies showed that the Asian nursing students had mostly undermining score of the critical thinking dispositions, while non-Asian countries tend to positive scores. The reasons for these differences could be due to issues such as environmental, educational methods and cultural differences. However, future studies should measure critical thinking disposition by discipline-based tools. PMID:24171885

Clinical review: Thinking outside the box - an iconoclastic view of current practice

PubMed Central

2011-01-01

Many advances in medicine have been achieved through challenging established dogma with revolutionary thought and novel practices. Each and every specialty is reinvigorated by regular re-evaluation of processes and practices in the light of new evidence and fresh conceptualization. Challenge can galvanize fresh thinking and new approaches, yet may also reinforce and strengthen traditional paradigms if the prevailing orthodoxy is subsequently revalidated. This article is a synopsis of a roundtable meeting held in Brussels in March 2010 designed specifically to confront doctrine with reasoned scientific argument, and to propose new ideas for advancing critical care practices and outcomes. PMID:21888690

A systematic review of critical thinking in nursing education.

PubMed

Chan, Zenobia C Y

2013-03-01

This review aimed to explore how critical thinking is perceived in previous studies of nursing education, and analyse the obstacles and strategies in teaching and learning critical thinking mentioned in these studies. Systematic review. This review was based on the following five databases: The British Nursing Index, Ovid Medline, CINAHL, PsycINFO and Scopus. After the screening process and evaluation through using the Critical Appraisal Skills Programme tool, 17 studies were identified that met the inclusion and quality criteria. The studies were read through several times and analysed through thematic synthesis. A total of three themes were developed. The first theme, components for critical thinkers, suggests the abilities and attitudes that critical thinkers should have. The other two themes, influential factors of critical thinking in nursing education, and strategies to promote critical thinking, describe the obstacles and strategies in teaching and learning critical thinking. The 17 studies illustrated that the definition and concept of critical thinking may change from time to time, and hence there is a need to clarify educators' perspective towards critical thinking. There is also a need to evaluate the efficacy of the new strategies mentioned in several selected studies, such as art-based, questioning, cross-cultural nursing experience, and preceptorship. With a better understanding of critical thinking in nursing education, educators and nursing faculty are able to develop better strategies in enhancing critical thinking development in nursing students, in turn preparing them for future clinical practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Debate of Evolution versus Intelligent Design: Is Critical Thinking Occurring among K-12 Students?

ERIC Educational Resources Information Center

Hoodman, Kyle Nathan

2010-01-01

This study investigates how evolution versus intelligent design is handled in the public, private Christian, private Jewish, and Christian Home-school K-12 settings through a review of the current literature and by interviewing teachers in these educational venues. Fourteen public, private, and homeschool educators responded to an interview…

77 FR 75174 - Draft Guidance for Industry on Providing Submissions in Electronic Format-Summary Level Clinical...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-19

... inspection by FDA during the review of marketing applications. This draft guidance describes a recommended... associated with marketing applications. The summary level clinical site dataset: Contains data from all... represent the Agency's current thinking on this topic. It does not create or confer any rights for or on any...

Future long-range transports: Prospects for improved fuel efficiency

NASA Technical Reports Server (NTRS)

Nagel, A. L.; Alford, W. J., Jr.; Dugan, J. F., Jr.

1975-01-01

A status report is provided on current thinking concerning potential improvements in fuel efficiency and possible alternate fuels. Topics reviewed are: (1) historical trends in airplane efficiency; (2) technological opportunities including supercritical aerodynamics, (3) vortex diffusers, (4) composite materials, (5) propulsion systems, (6) active controls, and terminal-area operations; (7) unconventional design concepts, and (8) hydrogen-fueled airplane.

Critical Thinking in Social Work Education: A Research Synthesis

ERIC Educational Resources Information Center

Samson, Patricia L.

2016-01-01

In a meta-analytic review of critical thinking in social work education, findings revealed variability in research designs, methods, and subsequent findings. The 10 studies reviewed assessed different components of critical thinking and highlighted different potential moderator variables. Although there are significant limitations to all the…

Approaching Authentic Peer Review

ERIC Educational Resources Information Center

Graff, Nelson

2009-01-01

Some scholars writing about improving students' reading and integrating reading and writing instruction suggest using think-aloud techniques to teach students reading comprehension skills. Using think-alouds to teach reading comprehension and then the read-aloud protocol technique (which is based on think-alouds) for peer review has two major…

Reimagining Human Research Protections for 21st Century Science

PubMed Central

Bietz, Matthew; Bae, Deborah; Bigby, Barbara; Devereaux, Mary; Fowler, James; Waldo, Ann; Weibel, Nadir; Patrick, Kevin; Klemmer, Scott; Melichar, Lori

2016-01-01

Background Evolving research practices and new forms of research enabled by technological advances require a redesigned research oversight system that respects and protects human research participants. Objective Our objective was to generate creative ideas for redesigning our current human research oversight system. Methods A total of 11 researchers and institutional review board (IRB) professionals participated in a January 2015 design thinking workshop to develop ideas for redesigning the IRB system. Results Ideas in 5 major domains were generated. The areas of focus were (1) improving the consent form and process, (2) empowering researchers to protect their participants, (3) creating a system to learn from mistakes, (4) improving IRB efficiency, and (5) facilitating review of research that leverages technological advances. Conclusions We describe the impetus for and results of a design thinking workshop to reimagine a human research protections system that is responsive to 21st century science. PMID:28007687

Collaboration versus outsourcing: the need to think outside the box.

PubMed

Robertson, Graeme M; Mayr, Lorenz M

2011-12-01

As has been widely reviewed elsewhere, the pharmaceutical industry is experiencing an 'innovation deficit' as evidenced by the decline in new chemical entity output. This decline, compounded by increased costs and regulatory requirements highlights the need to significantly revise strategic options across the drug-discovery spectrum. Within such revision(s), much of the focus has been on outsourcing to reduce, or at least contain, costs, but if the underlying predominance of 'closed collaborations' is not challenged to allow better use of combined knowledge and, thus, move towards a more genuine collaborative process then a 'numbers only' approach will not bring medium-to-long-term survival. There are many problems to confront in evolving new sustainable strategies, a real need to think differently exists and should to be cultivated. This article reviews current outsourcing and collaboration strategies to provide a perspective on how great knowledge sharing could help revise the drug-discovery process.

What leads some people to think they are HIV-positive before knowing their diagnosis? A systematic review of psychological and behavioural correlates of HIV-risk perception.

PubMed

Evangeli, Michael; Baker, Laura L E; Pady, Kirsten; Jones, Bethanie; Wroe, Abigail L

2016-08-01

Current HIV-risk perception refers to the extent to which individuals think they might be HIV-positive. This belief, distinct from the perceived risk about being infected with HIV in the future, is likely to have a range of important consequences. These consequences may include both psychological effects (e.g., impacts on well-being) and behavioural effects (e.g., HIV testing uptake). Given these possible outcomes, and the suggested importance of risk perception in health behaviour models, understanding the behavioural and psychological antecedents of current HIV-risk perception is crucial. This systematic review investigates the relationship between behavioural and psychological factors and current HIV-risk perception (in individuals who are unaware of their actual HIV status). Eight studies were eligible for inclusion in the review (five quantitative and three qualitative studies). Drug risk behaviour and sexual risk behaviour (both self and partner) were often associated with current HIV-risk perception, although other studies failed to show a relationship between one's own sexual risk behaviour and risk perception. Psychological factors were only rarely assessed in relation to current HIV-risk perception. Where these variables were included, there was evidence that experiencing symptoms perceived to be consistent with HIV and prompts to test were associated with increased current HIV-risk perception. These findings are consistent with the Common-Sense Model (CSM) of illness representation and self-regulation. Methodological quality criteria were rarely met for the included studies. In addition, it was often difficult to ascertain whether potentially includable studies were eligible due to imprecise definitions of HIV-risk perception. Research and practice implications are discussed, with particular emphasis on the role of risk appraisals as a potential mediator of the relationship between HIV-risk behaviour, symptoms and current HIV-risk perception.

Effect of simulation training on the development of nurses and nursing students' critical thinking: A systematic literature review.

PubMed

Adib-Hajbaghery, Mohsen; Sharifi, Najmeh

2017-03-01

To gain insight into the existing scientific evidence on the effect of simulation on critical thinking in nursing education. A systematic literature review of original research publications. In this systematic review, the papers published in English and Farsi databases of PubMed, Science Direct, ProQuest, ERIC, Google Scholar and Ovid, MagIran and SID, from 1975 to 2015 were reviewed by two independent researchers. Original research publications were eligible for review when they described simulation program directed on nursing student and nurses; used a control group or a pretest post-test design; and gave information about the effects of simulation on critical thinking. Two reviewers independently assessed the studies for inclusion. Methodological quality of the included studies was also independently assessed by the reviewers, using a checklist developed by Greenhalgh et al. and the checklist of Cochrane Center. Data related to the original publications were extracted by one reviewer and checked by a second reviewer. No statistical pooling of outcomes was performed, due to the large heterogeneity of outcomes. After screening the titles and abstracts of 787 papers, 16 ones were included in the review according to the inclusion criteria. These used experimental or quasi-experimental designs. The studies used a variety of instruments and a wide range of simulation methods with differences in duration and numbers of exposures to simulation. Eight of the studies reported that simulation training positively affected the critical thinking skills. However, eight studies reported ineffectiveness of simulation on critical thinking. Studies are conflicting about the effect of simulation on nurses and nursing students' critical thinking. Also, a large heterogeneity exists between the studies in terms of the instruments and the methods used. Thus, more studies with careful designs are needed to produce more credible evidence on the effectiveness of simulation on critical thinking. Copyright © 2016 Elsevier Ltd. All rights reserved.

A chronicle of surgical thinking and doing for exotropia: innovations and rediscoveries.

PubMed

Raab, Edward L

2017-06-01

To review the evolution of theories and practices concerning surgery for exotropia over the last approximately 200 years. Major ophthalmology texts and relevant references were reviewed to discover experience and thinking concerning the causes of comitant intermittent and constant exotropia and corrective surgical approaches. The concept that excessive divergence is the cause of comitant exotropia has given way to one recognizing that this disorder is a position of rest modified by convergence. Some operations discarded as unreliable or dangerous remain so today. Others continue to be well accepted, whether or not relating to advances in understanding of this condition. Several procedures practiced at former times have regained popularity. Concern for the characteristics of extraocular muscle structure and function has led to surgical thinking that goes beyond consideration only of direction and magnitude of deviation. Sophisticated devices now provide heretofore unavailable information consistent with this new approach. The history of progress in surgery for exotropia is mixed. Although some procedures now employed are new, others currently in favor had been well known and formerly utilized by ophthalmologists for many decades. These should be regarded as rediscoveries or revivals rather than as novel. This review also suggests a need to address how to better report retrospective studies. Copyright © 2017 American Association for Pediatric Ophthalmology and Strabismus. Published by Elsevier Inc. All rights reserved.

Memory, thinking, and aging. What we know about what we know.

PubMed Central

Teri, L; McCurry, S M; Logsdon, R G

1997-01-01

Cognition is the foundation that underlies all daily activities, from the most basic to the most complex. Successful aging depends, in large part, on maintaining a level of cognitive ability that allows a person to interact effectively and appropriately with the environment. In the following article we provide an overview of the effects of aging on cognition; discuss physical, social, and psychological factors that have been shown to influence cognition in old age; and review current literature on interventions that may optimize successful cognitive aging. We conclude with a discussion of abnormal cognitive aging and review current research on risk factors and treatments of Alzheimer's disease and other dementing illnesses. PMID:9348759

The use of stem cells in aesthetic dermatology and plastic surgery procedures. A compact review of experimental and clinical applications

PubMed Central

Nowacki, Maciej; Kloskowski, Tomasz; Pietkun, Katarzyna; Zegarski, Maciej; Pokrywczyńska, Marta; Habib, Samy L.; Drewa, Tomasz

2017-01-01

The aim of this paper was to collect currently available data related to the use of stem cells in aesthetic dermatology and plastic surgery based on a systemic review of experimental and clinical applications. We found that the use of stem cells is very promising but the current state of art is still not effective. This situation is connected with not fully known mechanisms of cell interactions, possible risks and side effects. We think that there is a big need to create and conduct different studies which could resolve problems of stem cells use for implementation into aesthetic dermatology and plastic surgery. PMID:29422816

The use of stem cells in aesthetic dermatology and plastic surgery procedures. A compact review of experimental and clinical applications.

PubMed

Nowacki, Maciej; Kloskowski, Tomasz; Pietkun, Katarzyna; Zegarski, Maciej; Pokrywczyńska, Marta; Habib, Samy L; Drewa, Tomasz; Zegarska, Barbara

2017-12-01

The aim of this paper was to collect currently available data related to the use of stem cells in aesthetic dermatology and plastic surgery based on a systemic review of experimental and clinical applications. We found that the use of stem cells is very promising but the current state of art is still not effective. This situation is connected with not fully known mechanisms of cell interactions, possible risks and side effects. We think that there is a big need to create and conduct different studies which could resolve problems of stem cells use for implementation into aesthetic dermatology and plastic surgery.

Teaching Beyond the Borders: A Review of the Global Studies Latin America Unit.

ERIC Educational Resources Information Center

Cohen, Julian

The New York City Board of Education's unit on Latin America (Global Studies Grade 9) is a welcome and useful aid to teachers seeking to develop a social studies curriculum with a global perspective. Besides the contemporary relevance, the methodology of the curriculum closely adheres to current thinking on teaching social studies. The lessons and…

Potential management of young-growth stands for understory vegetation and wildlife habitat in southeastern Alaska.

Treesearch

Thomas A. Hanley

2005-01-01

I review the current state of knowledge about dynamics of understory vegetation in postlogging succession and responses to silviculture treatments in southeastern Alaska, and I derive implications for future research and development. The classic Alaback [Ecology 63 (1982) 1932] model of postlogging succession has dominated ecological thinking in the region for the past...

Multidisciplinary Assessment and Treatment of Self-Injurious Behavior in Autism Spectrum Disorder and Intellectual Disability: Integration of Psychological and Biological Theory and Approach

ERIC Educational Resources Information Center

Minshawi, Noha F.; Hurwitz, Sarah; Morriss, Danielle; McDougle, Christopher J.

2015-01-01

The objective of this review is to consider the psychological (largely behavioral) and biological [neurochemical, medical (including genetic), and pharmacological] theories and approaches that contribute to current thinking about the etiology and treatment of self-injurious behavior (SIB) in individuals with autism spectrum disorder and/or…

The Future of Work: What Google Shows Us about the Present and Future of Online Collaboration

ERIC Educational Resources Information Center

Moore, Christina

2016-01-01

Because students enroll in higher education to become competitive in the job market, university courses emphasize transferrable skills such as strong communication and critical thinking. How do these skills transfer in the knowledge work environment that characterizes most careers? In this paper the author reviews the literature of the current and…

Non Pharmacological Cognitive Enhancers - Current Perspectives.

PubMed

Sachdeva, Ankur; Kumar, Kuldip; Anand, Kuljeet Singh

2015-07-01

Cognition refers to the mental processes involved in thinking, knowing, remembering, judging, and problem solving. Cognitive dysfunctions are an integral part of neuropsychiatric disorders as well as in healthy ageing. Cognitive Enhancers are molecules that help improve aspects of cognition like memory, intelligence, motivation, attention and concentration. Recently, Non Pharmacological Cognitive Enhancers have gained popularity as effective and safe alternative to various established drugs. Many of these Non Pharmacological Cognitive Enhancers seem to be more efficacious compared to currently available Pharmacological Cognitive Enhancers. This review describes and summarizes evidence on various Non Pharmacological Cognitive Enhancers such as physical exercise, sleep, meditation and yoga, spirituality, nutrients, computer training, brain stimulation, and music. We also discuss their role in ageing and different neuro-psychiatric disorders, and current status of Cochrane database recommendations. We searched the Pubmed database for the articles and reviews having the terms 'non pharmacological and cognitive' in the title, published from 2000 till 2014. A total of 11 results displayed, out of which 10 were relevant to the review. These were selected and reviewed. Appropriate cross-references within the articles along with Cochrane reviews were also considered and studied.

A systematic review of selected evidence on developing nursing students' critical thinking through problem-based learning.

PubMed

Yuan, Haobin; Williams, Beverly A; Fan, Lin

2008-08-01

Rapidly changing developments and expanding roles in healthcare environment requires professional nurses to develop critical thinking. Nursing education strives to facilitate students' critical thinking through the appropriate instructional approaches. Problem-based learning (PBL) is a student-centered approach to learning which enables the students to work cooperatively in small groups for seeking solutions to situations/problems. The systematic review was conducted to provide the available evidence on developing nursing students' critical thinking through PBL. The computerized searches from 1990-2006 in CINAHL, Proquest, Cochrane library, Pubmed etc were performed. All studies which addressed the differences in critical thinking among nursing students in PBL were considered. Two independent reviewers assessed the eligibility of each study, its level of evidence and the methodological quality. As a result, only ten studies were retrieved, they were: one RCT with a Jadad quality score of 3, one nonrandomized control study, two quasi-experimental studies with non-controlled pretest-posttest design, and six descriptive studies. The available evidence in this review did not provide supportive evidence on developing nursing students' critical thinking through PBL. Clearly, there is a need for additional research with larger sample size and high quality to clarify the effects of PBL on critical thinking development within nursing educational context.

A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students.

PubMed

Lee, JuHee; Lee, Yoonju; Gong, SaeLom; Bae, Juyeon; Choi, Moonki

2016-09-15

Scientific framework is important in designing curricula and evaluating students in the field of education and clinical practice. The purpose of this study was to examine the effectiveness of non-traditional educational methods on critical thinking skills. A systematic review approach was applied. Studies published in peer-reviewed journals from January 2001 to December 2014 were searched using electronic databases and major education journals. A meta-analysis was performed using Review Manager 5.2. Reviewing the included studies, the California Critical Thinking Dispositions Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used to assess the effectiveness of critical thinking in the meta-analysis. The eight CCTDI datasets showed that non- traditional teaching methods (i.e., no lectures) were more effective compared to control groups (standardized mean difference [SMD]: 0.42, 95 % confidence interval [CI]: 0.26-0.57, p < .00001). And six CCTST datasets showed the teaching and learning methods in these studies were also had significantly more effects when compared to the control groups (SMD: 0.29, 95 % CI: 0.10-0.48, p = 0.003). This research showed that new teaching and learning methods designed to improve critical thinking were generally effective at enhancing critical thinking dispositions.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Marshall, Rachael E., E-mail: rmarsh01@uoguelph.ca; Farahbakhsh, Khosrow, E-mail: khosrowf@uoguelph.ca

Highlights: ► Five drivers led developed countries to current solid waste management paradigm. ► Many unique factors challenge developing country solid waste management. ► Limited transferability of developed country approaches to developing countries. ► High uncertainties and decision stakes call for post-normal approaches. ► Systems thinking needed for multi-scale, self-organizing eco-social waste systems. - Abstract: Solid waste management (SWM) has become an issue of increasing global concern as urban populations continue to rise and consumption patterns change. The health and environmental implications associated with SWM are mounting in urgency, particularly in the context of developing countries. While systems analyses largelymore » targeting well-defined, engineered systems have been used to help SWM agencies in industrialized countries since the 1960s, collection and removal dominate the SWM sector in developing countries. This review contrasts the history and current paradigms of SWM practices and policies in industrialized countries with the current challenges and complexities faced in developing country SWM. In industrialized countries, public health, environment, resource scarcity, climate change, and public awareness and participation have acted as SWM drivers towards the current paradigm of integrated SWM. However, urbanization, inequality, and economic growth; cultural and socio-economic aspects; policy, governance, and institutional issues; and international influences have complicated SWM in developing countries. This has limited the applicability of approaches that were successful along the SWM development trajectories of industrialized countries. This review demonstrates the importance of founding new SWM approaches for developing country contexts in post-normal science and complex, adaptive systems thinking.« less

The Effect of Concept Maps on Undergraduate Nursing Students' Critical Thinking.

PubMed

Garwood, Janet K; Ahmed, Azza H; McComb, Sara A

The aim of the study was to evaluate the effect of using concept maps as a teaching and learning strategy on students' critical thinking abilities and examine students' perceptions toward concept maps utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Researchers have found that almost two thirds of nurse graduates do not have adequate critical thinking skills for a beginner nurse. Critical thinking skills are required for safe practice and mandated by accrediting organizations. Nursing educators should consider teaching and learning strategies that promote the development of critical thinking skills. A literature review was conducted using "concept maps, nursing education, and critical thinking" as the combined search terms. Inclusion criteria were studies that measured the effects of concept mapping on critical thinking in nursing students. Seventeen articles were identified. Concept maps may be useful tools to promote critical thinking in nursing education and for applying theory to practice.

The nature of thinking, shallow and deep

PubMed Central

Brase, Gary L.

2014-01-01

Because the criteria for success differ across various domains of life, no single normative standard will ever work for all types of thinking. One method for dealing with this apparent dilemma is to propose that the mind is made up of a large number of specialized modules. This review describes how this multi-modular framework for the mind overcomes several critical conceptual and theoretical challenges to our understanding of human thinking, and hopefully clarifies what are (and are not) some of the implications based on this framework. In particular, an evolutionarily informed “deep rationality” conception of human thinking can guide psychological research out of clusters of ad hoc models which currently occupy some fields. First, the idea of deep rationality helps theoretical frameworks in terms of orienting themselves with regard to time scale references, which can alter the nature of rationality assessments. Second, the functional domains of deep rationality can be hypothesized (non-exhaustively) to include the areas of self-protection, status, affiliation, mate acquisition, mate retention, kin care, and disease avoidance. Thus, although there is no single normative standard of rationality across all of human cognition, there are sensible and objective standards by which we can evaluate multiple, fundamental, domain-specific motives underlying human cognition and behavior. This review concludes with two examples to illustrate the implications of this framework. The first example, decisions about having a child, illustrates how competing models can be understood by realizing that different fundamental motives guiding people’s thinking can sometimes be in conflict. The second example is that of personifications within modern financial markets (e.g., in the form of corporations), which are entities specifically constructed to have just one fundamental motive. This single focus is the source of both the strengths and flaws in how such entities behave. PMID:24860542

The nature of thinking, shallow and deep.

PubMed

Brase, Gary L

2014-01-01

Because the criteria for success differ across various domains of life, no single normative standard will ever work for all types of thinking. One method for dealing with this apparent dilemma is to propose that the mind is made up of a large number of specialized modules. This review describes how this multi-modular framework for the mind overcomes several critical conceptual and theoretical challenges to our understanding of human thinking, and hopefully clarifies what are (and are not) some of the implications based on this framework. In particular, an evolutionarily informed "deep rationality" conception of human thinking can guide psychological research out of clusters of ad hoc models which currently occupy some fields. First, the idea of deep rationality helps theoretical frameworks in terms of orienting themselves with regard to time scale references, which can alter the nature of rationality assessments. Second, the functional domains of deep rationality can be hypothesized (non-exhaustively) to include the areas of self-protection, status, affiliation, mate acquisition, mate retention, kin care, and disease avoidance. Thus, although there is no single normative standard of rationality across all of human cognition, there are sensible and objective standards by which we can evaluate multiple, fundamental, domain-specific motives underlying human cognition and behavior. This review concludes with two examples to illustrate the implications of this framework. The first example, decisions about having a child, illustrates how competing models can be understood by realizing that different fundamental motives guiding people's thinking can sometimes be in conflict. The second example is that of personifications within modern financial markets (e.g., in the form of corporations), which are entities specifically constructed to have just one fundamental motive. This single focus is the source of both the strengths and flaws in how such entities behave.

2014 Sensorimotor Risk Standing Review Panel

NASA Technical Reports Server (NTRS)

Steinberg, Susan

2014-01-01

The Sensorimotor Risk Standing Review Panel (from here on referred to as the SRP) met on December 17 - 18, 2014 in Houston, TX to review the current status of the Risk of Impaired Control of Spacecraft, Associated Systems and Immediate Vehicle Egress due to Vestibular/Sensorimotor Alteration Associated with Space Flight (Sensorimotor Risk) in the Integrated Research Plan (IRP). During the meeting, the SRP received an in-depth briefing of the current status of the Sensorimotor Risk from Dr. Jacob Bloomberg, the Human Research Program (HRP) Sensorimotor Discipline Lead Scientist and Dr. Millard Reschke, the Chief Scientist of the Neuroscience Laboratories at the NASA Johnson Space Center (JSC). The SRP was impressed with the information that Dr. Bloomberg and Dr. Reschke presented and think that the in-person meeting (instead of WebEx/teleconference) allowed for more interactive and thoughtful conversations.

Thinking Like a Social Worker: Examining the Meaning of Critical Thinking in Social Work

ERIC Educational Resources Information Center

Mathias, John

2015-01-01

"Critical thinking" is frequently used to describe how social workers ought to reason. But how well has this concept helped us to develop a normative description of what it means to think like a social worker? This critical review mines the literature on critical thinking for insight into the kinds of thinking social work scholars…

Developing Students' Reasoning about Samples and Sampling Variability as a Path to Expert Statistical Thinking

ERIC Educational Resources Information Center

Garfield, Joan; Le, Laura; Zieffler, Andrew; Ben-Zvi, Dani

2015-01-01

This paper describes the importance of developing students' reasoning about samples and sampling variability as a foundation for statistical thinking. Research on expert-novice thinking as well as statistical thinking is reviewed and compared. A case is made that statistical thinking is a type of expert thinking, and as such, research…

Pitfalls of Counterfactual Thinking in Medical Practice: Preventing Errors by Using More Functional Reference Points

PubMed Central

Petrocelli, John V.

2013-01-01

Background Counterfactual thinking involves mentally simulating alternatives to reality. The current article reviews literature pertaining to the relevance counterfactual thinking has for the quality of medical decision making. Although earlier counterfactual thought research concluded that counterfactuals have important benefits for the individual, there are reasons to believe that counterfactual thinking is also associated with dysfunctional consequences. Of particular focus is whether or not medical experience, and its influence on counterfactual thinking, actually informs or improves medical practice. It is hypothesized that relatively more probable decision alternatives, followed by undesirable outcomes and counterfactual thought responses, can be abandoned for relatively less probable decision alternatives. Design and Methods Building on earlier research demonstrating that counterfactual thinking can impede memory and learning in a decision paradigm with undergraduate students, the current study examines the extent to which earlier findings can be generalized to practicing physicians (N=10). Participants were asked to complete 60 trials of a computerized Monty Hall Problem simulation. Learning by experience was operationalized as the frequency of switch-decisions. Results Although some learning was evidenced by a general increase in switch-decision frequency across block trials, the extent of learning demonstrated was not ideal, nor practical. Conclusions A simple, multiple-trial, decision paradigm demonstrated that doctors fail to learn basic decision-outcome associations through experience. An agenda for future research, which tests the functionality of reference points (other than counterfactual alternatives) for the purposes of medical decision making, is proposed. Significance for public health The quality of healthcare depends heavily on the judgments and decisions made by doctors and other medical professionals. Findings from this research indicate that doctors fail to learn basic decision-outcome associations through experience, as evidenced by the sample’s tendency to select the optimal decision strategy in only 50% of 60 trials (each of which was followed by veridical feedback). These findings suggest that professional experience is unlikely to enhance the quality of medical decision making. Thus, this research has implications for understanding how doctors’ reactions to medical outcomes shape their judgments and affect the degree to which their future treatment intentions are consistent with clinical practice guidelines. The current research is integrated with earlier research on counter-factual thinking, which appears to be a primary element inhibiting the learning of decision-outcome associations. An agenda for future research is proposed. PMID:25170495

Cognitive Theory within the Framework of an Information Processing Model and Learning Hierarchy: Viable Alternative to the Bloom-Mager System.

ERIC Educational Resources Information Center

Stahl, Robert J.

This review of the current status of the human information processing model presents the Stahl Perceptual Information Processing and Operations Model (SPInPrOM) as a model of how thinking, memory, and the processing of information take place within the individual learner. A related system, the Domain of Cognition, is presented as an alternative to…

Design Pedagogy for an Unknown Future: A View from the Expanding Field of Design Scholarship and Professional Practice

ERIC Educational Resources Information Center

Wilson, Stephanie Elizabeth; Zamberlan, Lisa

2017-01-01

This article draws on current research investigating the notion of design for an unknown future. It reflects on recent thinking about the role of creativity in design practice and discusses implications for the development and assessment of creativity in the design studio. It begins with a review of literature on the issues and challenges…

Biological challenges to effective vaccines in the developing world

PubMed Central

Grassly, Nicholas C.; Kang, Gagandeep; Kampmann, Beate

2015-01-01

The reason for holding a meeting to discuss biological challenges to vaccines is simple: not all vaccines work equally well in all settings. This special issue reviews the performance of vaccines in challenging environments, summarizes current thinking on the reasons why vaccines underperform and considers what approaches are necessary to understand the heterogeneity in responses and to improve vaccine immunogenicity and efficacy. PMID:25964451

Foreign Language Materials: A Status Report and Trends Analysis. Perspective: A New Freedom. ACTFL Review of Foreign Language Education, Vol. 7.

ERIC Educational Resources Information Center

Jenks, Frederick L.

Contemporary foreign language (FL) materials are examined to determine whether they reflect the current thinking and rhetoric in the profession. An attempt is made to analyze trends in production and application of materials. Six journals from 1972-74 and programs for several annual FL teachers' meetings were grouped according to topics to…

Generalized versus partial reflex seizures: a review.

PubMed

Italiano, Domenico; Ferlazzo, Edoardo; Gasparini, Sara; Spina, Edoardo; Mondello, Stefania; Labate, Angelo; Gambardella, Antonio; Aguglia, Umberto

2014-08-01

In this review we assess our currently available knowledge about reflex seizures with special emphasis on the difference between "generalized" reflex seizures induced by visual stimuli, thinking, praxis and language tasks, and "focal" seizures induced by startle, eating, music, hot water, somatosensory stimuli and orgasm. We discuss in particular evidence from animal, clinical, neurophysiological and neuroimaging studies supporting the concept that "generalized" reflex seizures, usually occurring in the setting of IGE, should be considered as focal seizures with quick secondary generalization. We also review recent advances in genetic and therapeutic approach of reflex seizures. Copyright © 2014 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

Design of diversity and focused combinatorial libraries in drug discovery.

PubMed

Young, S Stanley; Ge, Nanxiang

2004-05-01

Using well-characterized chemical reactions and readily available monomers, chemists are able to create sets of compounds, termed libraries, which are useful in drug discovery processes. The design of combinatorial chemical libraries can be complex and there has been much information recently published offering suggestions on how the design process can be carried out. This review focuses on literature with the goal of organizing current thinking. At this point in time, it is clear that benchmarking of current suggested methods is required as opposed to further new methods.

Theory versus practice in Strategic Environmental Assessment (SEA)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lobos, Víctor, E-mail: vlobosg@gmail.com; Centro de Estudios del Desarrollo, San Crescente 551, Las Condes, Santiago; Partidario, Maria

Could the theory of Strategic Environmental Assessment (SEA) be ahead of its time and decoupled from its practice? This paper evolved in search for this leading research question. Over the years the discourse on SEA experienced a gradual shift from the technocratic and rationalist thinking that supported its origin to more strategic approaches and integrated concepts, suggested since the mid 1990's. In this paper we share the results of our analysis of international thinking and practical experience with SEA. Results reveal that SEA practice changes very slowly when compared to advanced thinking supporting the noted shift. Current SEA practice showsmore » to be still predominantly rooted in the logic of projects' environmental impact assessment (EIA). It is strongly bound to legal and regulatory requirements, and the motivation for its application persists being the delivery of environmental (or final) reports to meet legal obligations. Even though advanced SEA theoretical thinking claim its potential to help decisions to look forward, change mind-sets and the rationale of decision-making to meet sustainability challenges and enhance societal values, we note a weak relationship between the theoretical development of SEA and its practice. Why is this happening? Which factors explain this apparent inertia, resistance to change, in the SEA practice? Results appear to demonstrate the influence of assumptions, understandings, concepts, and beliefs in the use of SEA, which in turn suggest the political sensitivity of the instrument. - Highlights: • Theoretical thinking in SEA is ahead of its time. • SEA international practice reveals inertia to move out of project’ EIA comfort zone. • World current SEA practice show similar understandings of 30 years ago. • 100 world reports and survey of practitioners supported world review. • SEA great challenge is to change paradigms into new scientific complexity theories.« less

Fit between Future Thinking and Future Orientation on Creative Imagination

ERIC Educational Resources Information Center

Chiu, Fa-Chung

2012-01-01

The purpose of the current study is to investigate the impact of future thinking, and the fit between future thinking and future orientation on creative thinking. In Study 1, 83 undergraduates were randomly assigned to three groups: 50-year future thinking, 5-year future thinking, and the present-day thinking. First, the priming tasks, in which…

Quantitative research on critical thinking and predicting nursing students' NCLEX-RN performance.

PubMed

Romeo, Elizabeth M

2010-07-01

The concept of critical thinking has been influential in several disciplines. Both education and nursing in general have been attempting to define, teach, and measure this concept for decades. Nurse educators realize that critical thinking is the cornerstone of the objectives and goals for nursing students. The purpose of this article is to review and analyze quantitative research findings relevant to the measurement of critical thinking abilities and skills in undergraduate nursing students and the usefulness of critical thinking as a predictor of National Council Licensure Examination-Registered Nurse (NCLEX-RN) performance. The specific issues that this integrative review examined include assessment and analysis of the theoretical and operational definitions of critical thinking, theoretical frameworks used to guide the studies, instruments used to evaluate critical thinking skills and abilities, and the role of critical thinking as a predictor of NCLEX-RN outcomes. A list of key assumptions related to critical thinking was formulated. The limitations and gaps in the literature were identified, as well as the types of future research needed in this arena. Copyright 2010, SLACK Incorporated.

A systematic review of creative thinking/creativity in nursing education.

PubMed

Chan, Zenobia C Y

2013-11-01

This systematic review aimed to identify the types of nursing course structure that promotes students' creative thinking and creativity. Systematic review. Five electronic databases: The British Nursing Index, CINAHL, PsycINFO, Scopus and Ovid Medline. The databases were systematically searched to identify studies that discussed the concept of creative thinking in nursing education or reported a strategy that improved students' creative thinking. Qualitative studies or studies that included qualitative data were included. After reading the full content of the included studies, key themes and concepts were extracted and synthesized. Eight studies were identified. Four main themes relating to the course structure in teaching creativity were developed: diversity learning, freedom to learn, learning with confidence and learning through group work. To promote creative thinking in nursing students, educators themselves need to be creative in designing courses that allow students to learn actively and convert thoughts into actions. Educators should balance course freedom and guidance to allow students to develop constructive and useful ideas. Confidence and group work may play significant roles in helping students to express themselves and think creatively. Copyright © 2012 Elsevier Ltd. All rights reserved.

Is the Crisis in Science Education Continuing? Current Senior Secondary Science Enrolment and Tertiary Entrance Trends in Western Australia

ERIC Educational Resources Information Center

Venville, Grady

2008-01-01

In May 2007 an issue of the "Australian Education Review" was released reporting on the state of science education in Australia. The report argued that we are in the advanced stages of a crisis in school science that threatens the future of Australia as a technologically advanced nation, and we need to change the way we think about the…

Non Pharmacological Cognitive Enhancers – Current Perspectives

PubMed Central

Kumar, Kuldip; Anand, Kuljeet Singh

2015-01-01

Cognition refers to the mental processes involved in thinking, knowing, remembering, judging, and problem solving. Cognitive dysfunctions are an integral part of neuropsychiatric disorders as well as in healthy ageing. Cognitive Enhancers are molecules that help improve aspects of cognition like memory, intelligence, motivation, attention and concentration. Recently, Non Pharmacological Cognitive Enhancers have gained popularity as effective and safe alternative to various established drugs. Many of these Non Pharmacological Cognitive Enhancers seem to be more efficacious compared to currently available Pharmacological Cognitive Enhancers. This review describes and summarizes evidence on various Non Pharmacological Cognitive Enhancers such as physical exercise, sleep, meditation and yoga, spirituality, nutrients, computer training, brain stimulation, and music. We also discuss their role in ageing and different neuro-psychiatric disorders, and current status of Cochrane database recommendations. We searched the Pubmed database for the articles and reviews having the terms ‘non pharmacological and cognitive’ in the title, published from 2000 till 2014. A total of 11 results displayed, out of which 10 were relevant to the review. These were selected and reviewed. Appropriate cross-references within the articles along with Cochrane reviews were also considered and studied. PMID:26393186

Models, measurement, and strategies in developing critical-thinking skills.

PubMed

Brunt, Barbara A

2005-01-01

Health care professionals must use critical-thinking skills to solve increasingly complex problems. Educators need to help nurses develop their critical-thinking skills to maintain and enhance their competence. This article reviews various models of critical thinking, as well as methods used to evaluate critical thinking. Specific educational strategies to develop nurses' critical-thinking skills are discussed. Additional research studies are needed to determine how the process of nursing practice can nurture and develop critical-thinking skills, and which strategies are most effective in developing and evaluating critical thinking.

A systematic review of the traits and cognitions associated with use of and belief in complementary and alternative medicine (CAM).

PubMed

Galbraith, Niall; Moss, Tim; Galbraith, Victoria; Purewal, Satvinder

2018-08-01

Complementary and alternative medicine (CAM) use is widespread despite the controversy over its effectiveness. Although previous reviews have examined the demographics and attitudes of CAM users, there is no existing review on the traits or cognitions which characterise either CAM users or those who believe in CAM effectiveness. The current systematic review set out to address these gaps in the literature by applying a narrative synthesis. A bibliographic search and manual searches were undertaken and key authors were contacted. Twenty-three papers were selected. The trait openness to experience was positively associated with CAM use but not CAM belief. Absorption and various types of coping were also positively associated with CAM use and belief. No other trait was reliably associated with CAM use or belief. Intuitive thinking and ontological confusions were positively associated with belief in CAM effectiveness; intuitive thinking was also positively associated with CAM use. Studies researching cognitions in CAM use/belief were mostly on non-clinical samples, whilst studies on traits and CAM use/belief were mostly on patients. The quality of studies varied but unrepresentative samples, untested outcome measures and simplistic statistical analyses were the most common flaws. Traits and cognition might be important correlates of CAM use and also of faith in CAM.

Interventions Used by Nurse Preceptors to Develop Critical Thinking of New Graduate Nurses: A Systematic Review.

PubMed

Schuelke, Sue; Barnason, Susan

Healthcare complexity and patient acuity necessitate competent nurses with critical thinking abilities. However, these skill sets are less developed among newly hired graduate nurses. The overall purpose of this systematic review was to examine interventions/strategies implemented by preceptors in healthcare organizations to promote critical thinking of new graduate nurses. A systematic search of the literature resulted in 602 citations, with nine studies meeting the inclusion criteria. Educational interventions were varied and will be described in this article. Preceptor education was a key component in the studies reviewed.

Grave mapping in support of the search for missing persons in conflict contexts.

PubMed

Congram, Derek; Kenyhercz, Michael; Green, Arthur Gill

2017-09-01

We review the current and potential uses of Geographic Information Software (GIS) and "spatial thinking" for understanding body disposal behaviour in times of mass fatalities, particularly armed conflict contexts. The review includes observations made by the authors during the course of their academic research and professional consulting on the use of spatial analysis and GIS to support Humanitarian Forensic Action (HFA) to search for the dead, theoretical and statistical considerations in modelling grave site locations, and suggestions on how this work may be advanced further. Copyright © 2017 Elsevier B.V. All rights reserved.

Using metacognitive strategies to help students learn in pretest and posttest review.

PubMed

Poorman, Susan G; Mastorovich, Melissa L

2008-01-01

The authors discuss the use of several metacognitive strategies that can help turn test reviews into an active learning experience. With these strategies, test reviews can provide students with valuable tools to enhance their thinking and help them better prepare for the high-level thinking test questions that are seen on nursing examinations.

Sparking Thinking: Studying Modern Precision Medicine Will Accelerate the Progression of Traditional Chinese Medicine Patterns.

PubMed

Liu, Bao-Cheng; Ji, Guang

2017-07-01

Incorporating "-omics" studies with environmental interactions could help elucidate the biological mechanisms responsible for Traditional Chinese Medicine (TCM) patterns. Based on the authors' own experiences, this review outlines a model of an ideal combination of "-omics" biomarkers, environmental factors, and TCM pattern classifications; provides a narrative review of the relevant genetic and TCM studies; and lists several successful integrative examples. Two integration tools are briefly introduced. The first is the integration of modern devices into objective diagnostic methods of TCM patterning, which would improve current clinical decision-making and practice. The second is the use of biobanks and data platforms, which could broadly support biological and medical research. Such efforts will transform current medical management and accelerate the progression of precision medicine.

An Evaluation of University World Geography Textbook Questions for Components of Spatial Thinking

ERIC Educational Resources Information Center

Scholz, Michael A.; Huynh, Niem Tu; Brysch, Carmen P.; Scholz, Ruojing Wang

2014-01-01

Geography textbooks contain chapter or review questions that may engage students in spatial thinking. This research used Jo and Bednarz's (2009) "Taxonomy of Spatial Thinking" to evaluate the percentage of spatial thinking questions in four university-level world geography course textbooks. The results from this study were then…

Strategies used for the promotion of critical thinking in nursing undergraduate education: A systematic review.

PubMed

Carvalho, Diana P S R P; Azevedo, Isabelle C; Cruz, Giovanna K P; Mafra, Gabriela A C; Rego, Anna L C; Vitor, Allyne F; Santos, Viviane E P; Cogo, Ana L P; Ferreira Júnior, Marcos A

2017-10-01

Identifying the strategies used to promote critical thinking (CT) during undergraduate education in nursing courses. Systematic review. Five electronic databases were searched without language, publication time or geographic filters. A systematic review of the literature. Including experimental studies that considered at least one teaching strategy to promote critical thinking of undergraduate students in Nursing courses. The search for studies occurred in three phases: title and summary review, complete text and implementation of a clinical form of selection according to predetermined criteria. All included studies were assessed for quality through a classification tool for experimental studies. Six studies were selected. The results were grouped into three key themes: an evaluation of the quality of the selected studies, characterization of the studies and the strategies used to promote critical thinking. All selected studies were in English, with significant conceptual similarity of Critical Thinking and dominance in choosing the approached theme during strategies in clinical nursing education with an emphasis on the nursing process. The most widely used teaching intervention was Problem-Based Learning. Nursing education mediated by strategies that stimulate CT is considered a positive difference in undergraduate curriculums. Copyright © 2017 Elsevier Ltd. All rights reserved.

Nocturia Think Tank: focus on nocturnal polyuria: ICI-RS 2011.

PubMed

Weiss, Jeffrey P; Bosch, J L H Ruud; Drake, Marcus; Dmochowski, Roger R; Hashim, Hashim; Hijaz, Adonis; Johnson, Theodore M; Juul, Kristian Vinter; Nørgaard, Jens Peter; Norton, Peggy; Robinson, Dudley; Tikkinen, Kari A O; Van Kerrebroeck, Philip E V; Wein, Alan J

2012-03-01

The following is a report of the proceedings of the Nocturia Think Tank sessions of the annual International Consultation on Incontinence-Research Society, which took place June 13-15, 2011 in Bristol, UK. The report is organized into sections pertaining to the main topics of discussions having occurred at that meeting, centering on the relationship of nocturnal polyuria (NP) and nocturia but also synthesizing more current evidence advancing our knowledge of the diagnosis and management of nocturia. This article is not meant to be a comprehensive review on the subject of nocturia, a number of which are available in the recent literature. All authors were physically present during, or in a preliminary session just prior to, the meeting in Bristol. Copyright © 2012 Wiley Periodicals, Inc.

Current thinking about acute compartment syndrome of the lower extremity

PubMed Central

Shadgan, Babak; Menon, Matthew; Sanders, David; Berry, Gregg; Martin, Claude; Duffy, Paul; Stephen, David; O’Brien, Peter J.

2010-01-01

Acute compartment syndrome of the lower extremity is a clinical condition that, although uncommon, is seen fairly regularly in modern orthopedic practice. The pathophysiology of the disorder has been extensively described and is well known to physicians who care for patients with musculoskeletal injuries. The diagnosis, however, is often difficult to make. In this article, we review the clinical risk factors of acute compartment syndrome of the lower extremity, identify the current concepts of diagnosis and discuss appropriate treatment plans. We also describe the Canadian medicolegal environment in regard to compartment syndrome of the lower extremity. PMID:20858378

Construction Of Critical Thinking Skills Test Instrument Related The Concept On Sound Wave

NASA Astrophysics Data System (ADS)

Mabruroh, F.; Suhandi, A.

2017-02-01

This study aimed to construct test instrument of critical thinking skills of high school students related the concept on sound wave. This research using a mixed methods with sequential exploratory design, consists of: 1) a preliminary study; 2) design and review of test instruments. The form of test instruments in essay questions, consist of 18 questions that was divided into 5 indicators and 8 sub-indicators of the critical thinking skills expressed by Ennis, with questions that are qualitative and contextual. Phases of preliminary study include: a) policy studies; b) survey to the school; c) and literature studies. Phases of the design and review of test instruments consist of two steps, namely a draft design of test instruments include: a) analysis of the depth of teaching materials; b) the selection of indicators and sub-indicators of critical thinking skills; c) analysis of indicators and sub-indicators of critical thinking skills; d) implementation of indicators and sub-indicators of critical thinking skills; and e) making the descriptions about the test instrument. In the next phase of the review test instruments, consist of: a) writing about the test instrument; b) validity test by experts; and c) revision of test instruments based on the validator.

Adding Value to the Learning Process by Online Peer Review Activities: Towards the Elaboration of a Methodology to Promote Critical Thinking in Future Engineers

ERIC Educational Resources Information Center

Dominguez, Caroline; Nascimento, Maria M.; Payan-Carreira, Rita; Cruz, Gonçalo; Silva, Helena; Lopes, José; Morais, Maria da Felicidade A.; Morais, Eva

2015-01-01

Considering the results of research on the benefits and difficulties of peer review, this paper describes how teaching faculty, interested in endorsing the acquisition of communication and critical thinking (CT) skills among engineering students, has been implementing a learning methodology throughout online peer review activities. While…

A Systematic Review: Using Habits of Mind to Improve Student's Thinking in Class

ERIC Educational Resources Information Center

Alhamlan, Suad; Aljasser, Haya; Almajed, Asma; Almansour, Haila; Alahmad, Nidhal

2018-01-01

This review article aims to explore how habits of mind as the concept defined under the recent Framework for Success in Postsecondary Writing contributes to the development of critical thinking in the classroom. The application of a systematic review and a meta-analysis approach allows investigating the selected habits of mind and comparing them…

Meet Dr Jekyll: a case of a psychiatrist with dissociative identity disorder.

PubMed

Suetani, Shuichi; Markwick, Elizabeth

2014-10-01

Dissociative identity disorder (DID) is a controversial psychiatric diagnosis. This case review presents a retired psychiatrist with a history of DID. This case is used to illustrate current thinking about the characteristics and aetiology of DID. It also argues for the importance of being aware of both our personal and professional biases in our own clinical practice. © The Royal Australian and New Zealand College of Psychiatrists 2014.

Think Bubbles and Socrates: Teaching Critical Thinking to Millennials in Public Relations Classes

ERIC Educational Resources Information Center

Tallent, Rebecca J.; Barnes, Justin J.

2015-01-01

Critical thinking skills are crucial in the public relations profession, but teaching these skills to the Millennial Generation is vastly different from previous generations. How can a professor get past No Child Left Behind's dependence on test review guides and "everybody wins" in getting students to think for themselves? Using the…

Test Review: Watson, G., & Glaser, E. M. (2010), "Watson-Glaser™ II Critical Thinking Appraisal." Washington State University, Pullman, USA

ERIC Educational Resources Information Center

Sternod, Latisha; French, Brian

2016-01-01

The Watson-Glaser™ II Critical Thinking Appraisal (Watson-Glaser II; Watson & Glaser, 2010) is a revised version of the "Watson-Glaser Critical Thinking Appraisal®" (Watson & Glaser, 1994). The Watson-Glaser II introduces a simplified model of critical thinking, consisting of three subdimensions: recognize assumptions, evaluate…

Autonomy, Critical Thinking and the Wittgensteinian Legacy: Reflections on Christopher Winch, "Education, Autonomy and Critical Thinking"

ERIC Educational Resources Information Center

Siegel, Harvey

2008-01-01

In this review of Christopher Winch's new book, "Education, Autonomy and Critical Thinking" (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic…

Developing Contextual Mathematical Thinking Learning Model to Enhance Higher-Order Thinking Ability for Middle School Students

ERIC Educational Resources Information Center

Samo, Damianus D.; Darhim; Kartasasmita, Bana

2017-01-01

The purpose of this research is to develop contextual mathematical thinking learning model which is valid, practical and effective based on the theoretical reviews and its support to enhance higher-order thinking ability. This study is a research and development (R & D) with three main phases: investigation, development, and implementation.…

Seeping Deficit Thinking Assumptions Maintain the Neoliberal Education Agenda: Exploring Three Conceptual Frameworks of Deficit Thinking in Inner-City Schools

ERIC Educational Resources Information Center

Sharma, Manu

2018-01-01

This article draws awareness to the subtle and seeping "common sense" mentality of neoliberalism and deficit thinking assumptions about racially marginalized students in inner-city schools. From a literature review conducted on deficit thinking and deficit practices in schools, I developed three different frameworks for understanding the…

Thinking about Thinking.

ERIC Educational Resources Information Center

Gough, Deborah

1991-01-01

This document summarizes five studies that offer insight into the nature of higher-order thinking skills and the most effective methods for teaching them to students. The reviews outline the conclusions, definitions, recommendations, specific methods of teaching, instructional strategies, and programs detailed in the documents themselves.…

Individual Differences and Age-Related Changes in Divergent Thinking in Toddlers and Preschoolers

ERIC Educational Resources Information Center

Bijvoet-van den Berg, Simone; Hoicka, Elena

2014-01-01

Divergent thinking shows the ability to search for new ideas, which is an important factor contributing to innovation and problem solving. Current divergent thinking tests allow researchers to study children's divergent thinking from the age of 3 years on. This article presents the first measure of divergent thinking that can be used with children…

Thinking Constructively with Metaphors. A Review of Barbara J. Thayer-Bacon, Transforming Critical Thinking: Thinking Constructively.

ERIC Educational Resources Information Center

Yob, Iris M.

2003-01-01

Describes Thayer-Bacon's book on metaphors and explores the role of metaphor in constructive thinking. Provides an in depth analysis of Thayer-Bacon's quilting bee metaphor and how it takes the organization, structures, entities, and forces of a literal quilting bee and applies them to the realm of learning. Concludes that Thayer-Bacon's…

Instructional Design and Facilitation Approaches That Promote Critical Thinking in Asynchronous Online Discussions: A Review of the Literature

ERIC Educational Resources Information Center

Schindler, Laura A.; Burkholder, Gary J.

2014-01-01

Asynchronous online discussions (AODs) are often used to promote critical thinking in online courses; however, recent research suggests that levels of critical thinking in discussions remain low. Furthermore, there is a lack of consensus in the literature about the definition of critical thinking and many of the existing studies focus on one…

Reimagining Human Research Protections for 21st Century Science.

PubMed

Bloss, Cinnamon; Nebeker, Camille; Bietz, Matthew; Bae, Deborah; Bigby, Barbara; Devereaux, Mary; Fowler, James; Waldo, Ann; Weibel, Nadir; Patrick, Kevin; Klemmer, Scott; Melichar, Lori

2016-12-22

Evolving research practices and new forms of research enabled by technological advances require a redesigned research oversight system that respects and protects human research participants. Our objective was to generate creative ideas for redesigning our current human research oversight system. A total of 11 researchers and institutional review board (IRB) professionals participated in a January 2015 design thinking workshop to develop ideas for redesigning the IRB system. Ideas in 5 major domains were generated. The areas of focus were (1) improving the consent form and process, (2) empowering researchers to protect their participants, (3) creating a system to learn from mistakes, (4) improving IRB efficiency, and (5) facilitating review of research that leverages technological advances. We describe the impetus for and results of a design thinking workshop to reimagine a human research protections system that is responsive to 21st century science. ©Cinnamon Bloss, Camille Nebeker, Matthew Bietz, Deborah Bae, Barbara Bigby, Mary Devereaux, James Fowler, Ann Waldo, Nadir Weibel, Kevin Patrick, Scott Klemmer, Lori Melichar. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 22.12.2016.

Reality is broken to be rebuilt: how a gamer's mindset can show science educators new ways of contribution to science and world?

NASA Astrophysics Data System (ADS)

Farhangi, Sanaz

2012-12-01

This paper presents a review of Jane McGonigal's book, "Reality is broken" (Reality is broken: why games make us better and how they can change the world. Penguin Press, New York, 2011). As the book subtitle suggests it is a book about "why games make us better and how they can change the world", written by a specialist in computer game design. I will try to show the relevance this book might have to science educators through emphasizing the points that the author offers as the fixes to rebuild reality on the image of gaming world. Using cultural-historical activity theory, I will explore how taking up a gamer mindset can challenge one to consider shortcomings in current approaches to the activity of teaching-learning science and how using this mindset can open our minds to think of new ways of engaging in the activity of doing science. I hope this review will encourage educators to explore the worldview presented in the book and use it to transform our thinking about science education.

What is Bottom-Up and What is Top-Down in Predictive Coding?

PubMed Central

Rauss, Karsten; Pourtois, Gilles

2013-01-01

Everyone knows what bottom-up is, and how it is different from top-down. At least one is tempted to think so, given that both terms are ubiquitously used, but only rarely defined in the psychology and neuroscience literature. In this review, we highlight the problems and limitations of our current understanding of bottom-up and top-down processes, and we propose a reformulation of this distinction in terms of predictive coding. PMID:23730295

The treatment of systemic lupus proliferative nephritis.

PubMed

Punaro, Marilynn G

2013-11-01

Lupus nephritis is one of the most common and serious complications of systemic lupus erythematosus (SLE) in childhood affecting more than 80% of patients. Treatment of this complication has undergone significant evolution in recent years. A series of randomized controlled trials has clarified the role of a variety of immunomodulating regimens including some novel biologic medications. This review touches on the major trials that have influenced practice and shaped current thinking about the treatment of proliferative lupus glomerulonephritis.

Child maltreatment: a review of key literature in 2013.

PubMed

Schwartz, Kimberly A; Preer, Genevieve; McKeag, Heather; Newton, Alice W

2014-06-01

This review summarizes new findings in the field of maltreatment, addressing epidemiology, physical abuse, abusive head trauma, sexual abuse, sequelae, and prevention. Many articles this year focus on establishing a framework for thinking about how to evaluate a child for maltreatment, the consequences of maltreatment, and the current understanding of prevention efforts. Interestingly, some research has helped to reinforce some concepts that were clinically appreciated, especially related to retinal hemorrhages. The volume, quality, and breadth of research relating to child maltreatment continue to improve and expand our understanding of child abuse pediatrics. These authors summarize notable advances in our understanding of child maltreatment over the past year.

Continuous subcutaneous infusion in palliative care: a review of current practice.

PubMed

Thomas, Tabitha; Barclay, Stephen

2015-02-01

Syringe drivers are widely used in palliative care, and this article reviews the challenges and outstanding questions associated with their use. Misperceptions among the lay public and some health professionals can be addressed by sensitive communication with patients and families and clear thinking in clinical teams concerning the drugs and doses used, particularly in non-malignant disease. Good levels of knowledge concerning syringe driver use has been found among GPs and community nurses, although this is not the case in some nursing home teams. The advantages of newer devices, safety and efficacy of drug combinations, selection of diluent, and management of site reactions are discussed.

Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

NASA Astrophysics Data System (ADS)

Rahm, Jrène; Gorges, Anna

2017-09-01

In this review, we explore what educating science teachers for sustainability implies according to the 23 book chapters and many sampled teacher education and science methods courses in the edited book by Susan Stratton, Rita Hagevick, Allan Feldman and Mark Bloom, entitled Educating Science Teachers for Sustainability, published in 2015 by Springer as part of the ASTE Series in Science Education. We situate the review in the current complex landscape of discourses around sustainability education, exploring its grounding in an anthropocentric ideology next to emancipatory practices and a holistic vision of the world. We offer a quick overview of the chapters and themes addressed. We then take up some ideas to think with. We are particularly invested in thinking about the implications of sustainability education as going beyond science teachers and science education, and as implying a serious engagement with and critique of current unsustainable ways of living. We play with the idea of taking sustainability education beyond neoliberal ideals of education and offer some suggestions by bringing in voices of students, youth, land-based learning and the idea of living sustainability. We also explore what indigenous scholars and epistemologies could have contributed to an exploration of sustainability education, a voice that was absent in the book, yet helps desettle the conversation and actions taken, moving the discourse beyond an Eurocentric grounding.

Jordanian TEFL Graduate Students' Use of Critical Thinking Skills (as Measured by the Cornell Critical Thinking Test, Level Z)

ERIC Educational Resources Information Center

Bataineh, Ruba Fahmi; Zghoul, Lamma Hmoud

2006-01-01

This study investigates the critical thinking skills of 50 students currently enrolled in the Master's TEFL Programme at Yarmouk University, Jordan. The Cornell Critical Thinking Test, Level Z is utilised to test the students' use, or lack thereof, of the critical thinking skills of deduction, semantics, credibility, induction, definition and…

Effective Instruction and Assessment Methods That Lead to Gains in Critical Thinking as Measured by the Critical Thinking Assessment Test (CAT)

ERIC Educational Resources Information Center

Leming, Katie P.

2016-01-01

Previous qualitative research on educational practices designed to improve critical thinking has relied on anecdotal or student self-reports of gains in critical thinking. Unfortunately, student self-report data have been found to be unreliable proxies for measuring critical thinking gains. Therefore, in the current interpretivist study, five…

Hemispheric Specialization and Creative Thinking: A Meta-Analytic Review of Lateralization of Creativity

ERIC Educational Resources Information Center

Mihov, Konstantin M.; Denzler, Markus; Forster, Jens

2010-01-01

In the last two decades research on the neurophysiological processes of creativity has found contradicting results. Whereas most research suggests right hemisphere dominance in creative thinking, left-hemisphere dominance has also been reported. The present research is a meta-analytic review of the literature to establish how creative thinking…

The heuristic-analytic theory of reasoning: extension and evaluation.

PubMed

Evans, Jonathan St B T

2006-06-01

An extensively revised heuristic-analytic theory of reasoning is presented incorporating three principles of hypothetical thinking. The theory assumes that reasoning and judgment are facilitated by the formation of epistemic mental models that are generated one at a time (singularity principle) by preconscious heuristic processes that contextualize problems in such a way as to maximize relevance to current goals (relevance principle). Analytic processes evaluate these models but tend to accept them unless there is good reason to reject them (satisficing principle). At a minimum, analytic processing of models is required so as to generate inferences or judgments relevant to the task instructions, but more active intervention may result in modification or replacement of default models generated by the heuristic system. Evidence for this theory is provided by a review of a wide range of literature on thinking and reasoning.

Geographical thinking in nursing inquiry, part two: performance, possibility, and non-representational theory.

PubMed

Andrews, Gavin J

2017-04-01

Part one in this two paper series reviewed the nature of geographical thinking in nursing research thus far. The current paper builds on it by looking forwards and providing a particular vision for future research. It argues that it is time to once again look to the parent discipline of human geography for inspiration, specifically to its turn towards non-representational theory, involving an emphasis on life that onflows prior to meaning, significance, and full cognition; on life's 'taking-place'. The paper introduces this way of viewing and animating the world. Some potential connections to nursing research and practice are suggested, as are some specific avenues for future inquiry. Explained is how, through non-representational theory, nursing might be re-imagined as something that reveals space-time. © 2016 John Wiley & Sons Ltd.

Infusing Systems Thinking into Career Counseling

ERIC Educational Resources Information Center

Ryan, Charles W.; Tomlin, James H.

2010-01-01

This study examined the role of career counselors in infusing systems thinking into occupational advising. The authors conducted a qualitative review and analysis of selected literature on systems thinking and analyzed trends for adaptation to career counseling practice. This analysis suggests that career counselors need to infuse systems…

Confucian and Western Teaching and Learning

ERIC Educational Resources Information Center

Wang, Victor C. X.; Torrisi-Steele, Geraldine

2015-01-01

The authors of this article consider Western teaching and learning alongside Confucian teaching and learning through reviewing the literature. The paper emphasizes that we must teach lower order thinking skills first before we teach higher order thinking skills, and confirms that rote learning and memorization precede critical thinking and…

Assessment of Higher Order Thinking Skills. Current Perspectives on Cognition, Learning and Instruction

ERIC Educational Resources Information Center

Schraw, Gregory, Ed.; Robinson, Daniel H., Ed.

2011-01-01

This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and self-regulation. Fourteen…

Conceptualizing and Assessing Higher-Order Thinking in Reading

ERIC Educational Resources Information Center

Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun

2015-01-01

Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students' higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a…

Assessment of professionalism: a consolidation of current thinking.

PubMed

Goldie, John

2013-01-01

Professionalism has become a hot topic in medical education. Professionalism needs to be assessed if it is to be viewed as both positive and relevant. The assessment of professionalism is an evolving field. This review aims to consolidate current thinking. Assessment of professionalism has progressed from an initial focus on the development and attainment of professional identity, through identifying areas of deficiency, to the attainment of a set of identifiable positive attributes and behaviours. It is now beginning to recognise the challenge of assessing a multi-dimensional construct, looking beyond the measurement of behaviour to embrace a diversity of approaches. Professionalism should be assessed longitudinally. It requires combinations of different approaches, assessing professionalism at individual, interpersonal and societal/institutional levels. Increasing the depth and the quality of reliability and validity of existing programmes in various contexts may be more appropriate than concentrating on developing new instruments. Increasing the number of tests and the number of relevant contexts will increase the reliability of the result. Similarly increasing the number of observers increases reliability. Feedback, encouraging reflection, can promote change in behaviour and identity formation.

Taxonomies in L1 and L2 Reading Strategies: A Critical Review of Issues Surrounding Strategy-Use Definitions and Classifications in Previous Think-Aloud Research

ERIC Educational Resources Information Center

Alkhaleefah, Tarek A.

2016-01-01

Considering the various classifications of L1 and L2 reading strategies in previous think-aloud studies, the present review aims to provide a comprehensive look into those various taxonomies reported in major L1 and L2 reading studies. The rationale for this review is not only to offer a comprehensive overview of the different classifications in…

Development of the Scale for "Convergence Thinking" in Engineering

ERIC Educational Resources Information Center

Park, Sungmi

2016-01-01

Purpose: The purpose of this paper is to define the concept of "convergence thinking" as a trading zone for knowledge fusion in the engineering field, and develops its measuring scale. Design/ Methodology/Approach: Based on results from literature review, this study clarifies a theoretical ground for "convergence thinking."…

Critical Thinking Skills of United States Dental Hygiene Students

ERIC Educational Resources Information Center

Notgarnie, Howard M.

2011-01-01

The complexity of decision-making in dental hygienists' practice requires critical thinking skills. Interest in raising educational standards for entry into the dental hygiene profession is a response to the demand for enhanced professional skills, including critical thinking skills. No studies found in the course of literature review compared…

Thinking about Fantasy: Are Children Fundamentally Different Thinkers and Believers from Adults?

ERIC Educational Resources Information Center

Woolley, Jacqueline D.

1997-01-01

Reviews research on children's and adults' beliefs about fantasy and their tendency to engage in "magical thinking." Suggests that children are not fundamentally different from adults in their ability to distinguish fantasy from reality. Both entertain fantastical beliefs and engage in magical thinking. Offers suggestions regarding age…

A Review of Thinking and Research about Inclusive Education Policy, with Suggestions for a New Kind of Inclusive Thinking

ERIC Educational Resources Information Center

Thomas, Gary

2013-01-01

A range of changes, in politics and economics internationally as well as in thought about learning and society, now make the time right for a re-think of inclusive education, a re-think that ceases to employ the constructs and cliches of the past in explaining students' difficulties at school. There exists new discourse on difference, which throws…

Know yourself and you shall know the other... to a certain extent: multiple paths of influence of self-reflection on mindreading.

PubMed

Dimaggio, Giancarlo; Lysaker, Paul H; Carcione, Antonino; Nicolò, Giuseppe; Semerari, Antonio

2008-09-01

Social and neurocognitive research suggests that thinking about one's own thinking and thinking about the thinking of others-termed 'mindreading', 'metacognition', 'social cognition' or 'mentalizing' are not identical activities. The ability though to think about thinking in the first person is nevertheless related to the ability to think about other's thoughts in the third person. Unclear is how these phenomena influence one another. In this review, we explore how self-reflection and autobiographical memory influence the capacity to think about the thoughts and emotions of others. We review studies suggesting that the more individuals are able to reflect on and retrieve episodes from their life narratives, the more they are likely to grasp others' thoughts and emotions. We discuss evidence supporting this possibility including studies of the neurocognitive bases of empathy and self-awareness and how different aspects of self-reflection may impact on mindreading. We also draw from clinical reports how improved self-reflection may result in a more nuanced mindreading, namely persons suffering from schizophrenia and narcissistic personality disorder. We finally discuss the implications for research and practice and consider whether there are conditions in which the reverse is true, where self-reflection might impair mindreading or in which mindreading may facilitate self-reflection.

"Physical Review Letters" in the Classroom

ERIC Educational Resources Information Center

Angiolillo, Paul J.; Lynch, Jonathan

2010-01-01

Ask any physicist what the preeminent journal in the field is, and I think the almost unanimous answer will be "Physical Review Letters" ("PRL"). This weekly journal of the American Physical Society publishes high-impact research from all the major subdisciplines of physics. This journal is not the one you would think is the first place a high…

A world without pain or tears.

PubMed

Axelrod, Felicia B

2006-04-01

The world of the child with familial dysautonomia (FD), a genetic disorder affecting development of the sensory and autonomic nervous system, is not idyllic. However, over the last 35 years advances in supportive treatments have improved morbidity and mortality. Recent genetic breakthroughs have further expanded thinking about this disorder and suggested innovative approaches to modifying genetic expression. This article reviews the current supportive treatment modalities and their rationale, as well as the suggested new treatments that may alter the function and prognosis of an individual affected with FD.

Evaluation of tools used to measure critical thinking development in nursing and midwifery undergraduate students: a systematic review.

PubMed

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2015-07-01

Well developed critical thinking skills are essential for nursing and midwifery practices. The development of students' higher-order cognitive abilities, such as critical thinking, is also well recognised in nursing and midwifery education. Measurement of critical thinking development is important to demonstrate change over time and effectiveness of teaching strategies. To evaluate tools designed to measure critical thinking in nursing and midwifery undergraduate students. The following six databases were searched and resulted in the retrieval of 1191 papers: CINAHL, Ovid Medline, ERIC, Informit, PsycINFO and Scopus. After screening for inclusion, each paper was evaluated using the Critical Appraisal Skills Programme Tool. Thirty-four studies met the inclusion criteria and quality appraisal. Sixteen different tools that measure critical thinking were reviewed for reliability and validity and extent to which the domains of critical thinking were evident. Sixty percent of studies utilised one of four standardised commercially available measures of critical thinking. Reliability and validity were not consistently reported and there was a variation in reliability across studies that used the same measure. Of the remaining studies using different tools, there was also limited reporting of reliability making it difficult to assess internal consistency and potential applicability of measures across settings. Discipline specific instruments to measure critical thinking in nursing and midwifery are required, specifically tools that measure the application of critical thinking to practise. Given that critical thinking development occurs over an extended period, measurement needs to be repeated and multiple methods of measurement used over time. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Critical Thinking, Executive Functions and Their Potential Relationship

ERIC Educational Resources Information Center

Lizarraga, Maria Luisa Sanz de Acedo; Baquedano, Maria Teresa Sanz de Acedo; Villanueva, Oscar Ardaiz

2012-01-01

The central issue of this paper is to review the possible relationships between the constructs of critical thinking and executive functions. To do this, we first analyse the essential components of critical thinking from a psychological and neurological point of view. Second, we examine the scope of the cognitive and neurological nature of…

The Role of Metaphorical Thinking in the Creativity of Scientific Discourse

ERIC Educational Resources Information Center

Sanchez-Ruiz, Maria-Jose; Santos, Manuela Romo; Jiménez, Juan Jiménez

2013-01-01

This article critically reviews the extant literature on scientific creativity and metaphorical thinking. Metaphorical thinking is based on a conceptual transfer of relationships or mapping, from a well-known source domain to a poorly known target domain, which could result in creative outcomes in sciences. Creativity leads to products that are…

A Pedagogy of Force: Faculty Perspectives of Critical Thinking Capacity in Undergraduate Students

ERIC Educational Resources Information Center

Halx, Mark D.; Reybold, L. Earle

2006-01-01

Given that critical thinking development is an essential part of undergraduate education, and in most cases faculty members accept their role to promote some level of it in their classrooms, this article explores the complicated relationship between faculty perceptions of critical thinking and pedagogical applications. Following a review of the…

Qualitative ergonomics/human factors research in health care: Current state and future directions.

PubMed

Valdez, Rupa Sheth; McGuire, Kerry Margaret; Rivera, A Joy

2017-07-01

The objective of this systematic review was to understand the current state of Ergonomics/Human Factors (E/HF) qualitative research in health care and to draw implications for future efforts. This systematic review identified 98 qualitative research papers published between January 2005 and August 2015 in the seven journals endorsed by the International Ergonomics Association with an impact factor over 1.0. The majority of the studies were conducted in hospitals and outpatient clinics, were focused on the work of formal health care professionals, and were classified as cognitive or organizational ergonomics. Interviews, focus groups, and observations were the most prevalent forms of data collection. Triangulation and data archiving were the dominant approaches to ensuring rigor. Few studies employed a formal approach to qualitative inquiry. Significant opportunities remain to enhance the use of qualitative research to advance systems thinking within health care. Copyright © 2017 Elsevier Ltd. All rights reserved.

Development of drugs for celiac disease: review of endpoints for Phase 2 and 3 trials

PubMed Central

Gottlieb, Klaus; Dawson, Jill; Hussain, Fez; Murray, Joseph A.

2015-01-01

Celiac disease is a lifelong disorder for which there is currently only one known, effective treatment: a gluten-free diet. New treatment approaches have recently emerged; several drugs are in Phase 2 trials and results appear promising; however, discussion around regulatory endpoints is in its infancy. We will briefly discuss the drugs that are under development and then shift our attention to potential trial endpoints, such as patient-reported outcomes, histology, serology, gene expression analysis and other tests. We will outline the differing requirements for proof-of-concept Phase 2 trials and Phase 3 registration trials, with a particular emphasis on current thinking in regulatory agencies. We conclude our paper with recommendations and a glossary of regulatory terms, to enable readers who are less familiar with regulatory language to take maximum advantage of this review. PMID:25725041

Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education.

PubMed

Ironside, Pamela M

This article provides a review of current disciplinary understanding of Narrative Pedagogy and describes the implications for ongoing transformation in nursing education. Narrative Pedagogy has been enacted and investigated by teachers around the world for more than 15 years. Few nursing educational innovations or pedagogies in nursing have been adopted in such an array of settings/levels. A review of the nursing literature was conducted to locate reports of research on and teaching innovations derived from Narrative Pedagogy. Narrative Pedagogy has an extensive and longitudinal body of research describing how the approach contributes to the educational transformation the discipline seeks. Narrative Pedagogy and the growing literature describing how it is enacted provides a way for teachers and students to persist in questioning their current understanding of nursing, the ways they think about the situations they encounter, and how their practice can best be learned.

Ethical Issues in Research Involving Participants With Opioid Use Disorder.

PubMed

Anderson, Emily; McNair, Lindsay

2018-05-01

In the current epidemic of opioid use disorders, there is both a scientific and ethical imperative to develop effective medical and behavioral treatments for opioid addiction. Research in subject populations with active and ongoing drug addictions bring unique ethical considerations and challenges. Sponsors, researchers, and institutional review board (IRB) members should be familiar with these unique ethical and medical issues as they design, review, and conduct research planned for this population. Issues include those of informed consent and decision-making capacity of research participants, compensation for participation and concerns about undue inducement, forces that threaten the voluntary nature of research participation including the scarcity of available drug treatment programs, and ensuring that participants are aware of and understand risks that may continue after research participation such as increased risk of overdose after research-mandated drug abstinence. This manuscript discusses the current thinking on these issues.

A Review of Alcohol and Other Drug Control Policy Research

PubMed Central

Treno, Andrew J.; Marzell, Miesha; Gruenewald, Paul J.; Holder, Harold

2014-01-01

Objective: This article provides a historical review of alcohol and other drug policy research and its impact on public health over the past 75 years. We begin our summary with the state of the field circa 1940 and trace the development across the subsequent decades. We summarize current thinking and suggest possible future directions the field of alcohol and other drug policy may take. Specific topics discussed include the minimum legal drinking age, pricing and taxation, hours and days of sale, outlet density, and privatization effects. The future of drug policy research is also considered. Method: A comprehensive search of the literature identified empirical studies, reviews, and commentaries of alcohol and other drug policy research published from 1940 to 2013 that contributed to the current state of the field. Results: Our review demonstrates the historical emergence of alcohol problems as a public health issue over the early part of the 20th century, the public health policy response to this issue, subsequent research, and current and future research trends. Conclusions: Alcohol and other drug policy research over the last several decades has made great strides in its empirical and theoretical sophistication of evaluating alcohol policy effects. This history is not only remarkable for its analytic complexity, but also for its conceptual sophistication. PMID:24565316

Instructional Design Models and Teacher Thinking: Toward a New Conceptual Model for Research and Development.

ERIC Educational Resources Information Center

Moallem, Mahnaz; Earle, Rodney S.

1998-01-01

In an effort to connect current research findings on teacher thinking with components of instructional design models and principles, this article discusses a new contextual model for thinking about teaching and considers the implications of the model for instructional development of research in instructional design and teacher thinking. (Author)

Creative Thinking in Prospective Teachers: The "Status Quo" and the Impact of Contextual Factors

ERIC Educational Resources Information Center

Meintjes, Hannetjie; Grosser, Mary

2010-01-01

To create unique and appropriate learning opportunities and environments and to nurture the development of creative thinking abilities among learners are some of the demands for creative thinking currently expected of teachers globally and also in South Africa. Creative thinking in academic context assumes, among other things, the ability to…

An Analysis of Mathematics Teacher Candidates' Critical Thinking Dispositions and Their Logical Thinking Skills

ERIC Educational Resources Information Center

Incikabi, Lutfi; Tuna, Abdulkadir; Biber, Abdullah Cagri

2013-01-01

This study aimed to investigate the existence of the relationship between mathematics teacher candidates' critical thinking skills and their logical thinking dispositions in terms of the variables of grade level in college, high school type, and gender. The current study utilized relational survey model and included a total of 99 mathematics…

Problem-Based Learning on Students' Critical Thinking Skills in Teaching Business Education in Malaysia: A Literature Review

ERIC Educational Resources Information Center

Zabit, Mohd Nazir Md

2010-01-01

This review forms the background to explore and to gain empirical support among lecturers to improve the students' critical thinking skills in business education courses in Malaysia, in which the main teaching and learning methodology is Problem-Based Learning (PBL). The PBL educational approach is known to have maximum positive impacts in…

From Research to Flight: Thinking About Implementation While Performing Fundamental Research

NASA Technical Reports Server (NTRS)

Johnson, Les

2010-01-01

This slide presentation calls for a strategy to implement new technologies. Such a strategy would allow advanced space transportation technologies to mature for exploration beyond Earth orbit. It discusses the difference between technology push versus technology pull. It also reviews the three basic technology readiness levels (TRL). The presentation traces examples of technology development to flight application: the Space Shuttle Main Engine Advanced Health Management System, the Friction Stir Welding technology the (auto-adjustable pin tool). A couple of technologies currently not in flight, but are being reviewed for potential use are: cryogenic fluid management (CFM), and solar sail propulsion. There is also an attempt to explain why new technologies are so difficult to field.

Cognitive Psychology and Mathematical Thinking.

ERIC Educational Resources Information Center

Greer, Brian

1981-01-01

This review illustrates aspects of cognitive psychology relevant to the understanding of how people think mathematically. Developments in memory research, artificial intelligence, visually mediated processes, and problem-solving research are discussed. (MP)

Teaching students to think critically about science and origins

NASA Astrophysics Data System (ADS)

Seals, Mark A.

2010-03-01

In David Long's article, Scientists at Play in a Field of the Lord, he studies the discourse between a network of regional scientists, atheists, activists and evolutionists at the opening of The Creation Museum on Memorial Day, 2007. This review essay examines the teaching of evolution through the teacher's `lens of empathy' and also considers a `pupil centeredness' approach. As a practicing science educator, I have found it paramount to take into consideration my students' backgrounds and their families' beliefs in order to understand their preconceived notions about the origins of life. By teaching evolution as `a theory with both facts and fallacies' only then does it become an opportunity for critical thinking that fosters growth and risk taking in a safe environment. Most times students hear evolution preached as a one-sided lecture by teachers who believe it's "my way or the highway" and leave little or no room for dialogue. I believe that a teacher's job is to stay updated with current research on the theory of evolution and then present all the information to students in a way that creates personal opportunities for them to adjust their existing schema without demeaning them, their ideas, or their faith or belief system. This not only shows value, compassion and tolerance for them as thinking humans, but also allows them opportunities to develop critical thinking, which helps to shape whom they become as adults.

Computer Aided Creativity.

ERIC Educational Resources Information Center

Proctor, Tony

1988-01-01

Explores the conceptual components of a computer program designed to enhance creative thinking and reviews software that aims to stimulate creative thinking. Discusses BRAIN and ORACLE, programs intended to aid in creative problem solving. (JOW)

Do scores on three commonly used measures of critical thinking correlate with academic success of health professions trainees? A systematic review and meta-analysis.

PubMed

Ross, David; Loeffler, Kim; Schipper, Shirley; Vandermeer, Ben; Allan, G Michael

2013-05-01

To determine whether the three commonly used measures of critical thinking correlate with academic success of medical professionals in training. The search for English-language articles (from 1980 to 2011) used Medline, Embase, Scopus, Cochrane Library on Ovid, Proquest Dissertations, Health and Psychosocial Instruments, PsychINFO, and references of included articles. Studies comparing critical thinking with academic success among medical professionals were included. Two authors performed study selection independently, with disagreement resolved by consensus. Two authors independently abstracted data on study characteristics, quality, and outcomes, with disagreement resolved by a third author. Critical thinking tests studied were the California Critical Thinking Skills Test (CCTST), California Critical Thinking Disposition Inventory (CCTDI), and Watson-Glaser Critical Thinking Appraisal. Correlation coefficients were pooled in meta-analysis. The search identified 557 studies: 52 met inclusion for systematic review, 41 of which were meta-analyzed. Critical thinking was positively correlated with academic success, r=0.31 (95% confidence intervals [CI] 0.26, 0.35), with a moderate statistical heterogeneity (I=67%). In subgroup analysis, only student type had statistical significance for correlation, although bias was likely due to low numbers for some student types. In direct comparison, using studies that employed two critical thinking tests, the CCTDI (r=0.23, 95% CI 0.15, 0.30) was significantly inferior (P<.001) to the CCTST (r=0.39, 95% CI 0.33, 0.45). Critical thinking was moderately correlated with academic success of medical professionals in training. The CCTDI was inferior to the CCTST in correlating with academic success.

Analogy, higher order thinking, and education.

PubMed

Richland, Lindsey Engle; Simms, Nina

2015-01-01

Analogical reasoning, the ability to understand phenomena as systems of structured relationships that can be aligned, compared, and mapped together, plays a fundamental role in the technology rich, increasingly globalized educational climate of the 21st century. Flexible, conceptual thinking is prioritized in this view of education, and schools are emphasizing 'higher order thinking', rather than memorization of a cannon of key topics. The lack of a cognitively grounded definition for higher order thinking, however, has led to a field of research and practice with little coherence across domains or connection to the large body of cognitive science research on thinking. We review literature on analogy and disciplinary higher order thinking to propose that relational reasoning can be productively considered the cognitive underpinning of higher order thinking. We highlight the utility of this framework for developing insights into practice through a review of mathematics, science, and history educational contexts. In these disciplines, analogy is essential to developing expert-like disciplinary knowledge in which concepts are understood to be systems of relationships that can be connected and flexibly manipulated. At the same time, analogies in education require explicit support to ensure that learners notice the relevance of relational thinking, have adequate processing resources available to mentally hold and manipulate relations, and are able to recognize both the similarities and differences when drawing analogies between systems of relationships. © 2015 John Wiley & Sons, Ltd.

Do English and Mandarin Speakers Think about Time Differently?

ERIC Educational Resources Information Center

Boroditsky, Lera; Fuhrman, Orly; McCormick, Kelly

2011-01-01

Time is a fundamental domain of experience. In this paper we ask whether aspects of language and culture affect how people think about this domain. Specifically, we consider whether English and Mandarin speakers think about time differently. We review all of the available evidence both for and against this hypothesis, and report new data that…

Computational Thinking in Secondary Education: Where Does It Fit? A Systematic Literary Review

ERIC Educational Resources Information Center

Lockwood, James; Mooney, Aidan

2018-01-01

Computational Thinking has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert (Papert, 1980) is credited as concretising Computational Thinking in 1980 but Jeanette Wing (Wing, 2006) popularised the term in 2006 and brought it to the international community's attention.…

Is State Assessment a Viable Tool for Reflection of Classroom Assessment?

ERIC Educational Resources Information Center

Thompson, Tony; Newsome, Kolouia

North Carolina uses Dimensions of Thinking (Marzano et al., 1988) as a framework to incorporate higher order thinking in their End-of- Course exams. The goal of this research was to explore whether this effort could also help facilitate the inclusion of higher order thinking in the classroom. Based on reviewing state EOC-related documents and…

Computational Thinking in K-12: A Review of the State of the Field

ERIC Educational Resources Information Center

Grover, Shuchi; Pea, Roy

2013-01-01

Jeannette Wing's influential article on computational thinking 6 years ago argued for adding this new competency to every child's analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for…

Thinking Small: Progress on Microscale Neurostimulation Technology.

PubMed

Pancrazio, Joseph J; Deku, Felix; Ghazavi, Atefeh; Stiller, Allison M; Rihani, Rashed; Frewin, Christopher L; Varner, Victor D; Gardner, Timothy J; Cogan, Stuart F

2017-12-01

Neural stimulation is well-accepted as an effective therapy for a wide range of neurological disorders. While the scale of clinical devices is relatively large, translational, and pilot clinical applications are underway for microelectrode-based systems. Microelectrodes have the advantage of stimulating a relatively small tissue volume which may improve selectivity of therapeutic stimuli. Current microelectrode technology is associated with chronic tissue response which limits utility of these devices for neural recording and stimulation. One approach for addressing the tissue response problem may be to reduce physical dimensions of the device. "Thinking small" is a trend for the electronics industry, and for implantable neural interfaces, the result may be a device that can evade the foreign body response. This review paper surveys our current understanding pertaining to the relationship between implant size and tissue response and the state-of-the-art in ultrasmall microelectrodes. A comprehensive literature search was performed using PubMed, Web of Science (Clarivate Analytics), and Google Scholar. The literature review shows recent efforts to create microelectrodes that are extremely thin appear to reduce or even eliminate the chronic tissue response. With high charge capacity coatings, ultramicroelectrodes fabricated from emerging polymers, and amorphous silicon carbide appear promising for neurostimulation applications. We envision the emergence of robust and manufacturable ultramicroelectrodes that leverage advanced materials where the small cross-sectional geometry enables compliance within tissue. Nevertheless, future testing under in vivo conditions is particularly important for assessing the stability of thin film devices under chronic stimulation. © 2017 International Neuromodulation Society.

Rupture or Continuity: The Arithmetico-Algebraic Thinking as an Alternative in a Modelling Process in a Paper and Pencil and Technology Environment

ERIC Educational Resources Information Center

Hitt, Fernando; Saboya, Mireille; Zavala, Carlos Cortés

2017-01-01

Part of the research community that has followed the Early Algebra paradigm is currently delimiting the differences between arithmetic thinking and algebraic thinking. This trend could prevent new research approaches to the problem of learning algebra, hiding the importance of considering an arithmetico-algebraic thinking, a new approach which…

The Myriad Influences of Alcohol Advertising on Adolescent Drinking

PubMed Central

Berey, Benjamin L.; Loparco, Cassidy; Leeman, Robert F.; Grube, Joel W.

2017-01-01

Purpose of Review This review investigates effects of alcohol advertising on adolescent drinking. Prior reviews focused on behavioral outcomes and long-term effects. In contrast, the present review focuses on subgroups with greater exposure to alcohol advertising, research methods to study alcohol advertising, potential mechanisms underlying relationships between adolescent exposure to alcohol advertising and increased drinking and points to prevention/intervention strategies that may reduce effects of alcohol advertising. Recent Findings Alcohol advertising influences current and future drinking. Further, evidence suggests adolescents may be targeted specifically. Alcohol advertisements may influence behavior by shifting alcohol expectancies, norms regarding alcohol use, and positive attitudes. Media literacy programs may be an effective intervention strategy. Summary Adolescents are exposed to large quantities of alcohol advertisements, which violates guidelines set by the alcohol industry. However, media literacy programs may be a promising strategy for adolescents to increase critical thinking and create more realistic expectations regarding alcohol. PMID:29242767

Creating Science Simulations through Computational Thinking Patterns

ERIC Educational Resources Information Center

Basawapatna, Ashok Ram

2012-01-01

Computational thinking aims to outline fundamental skills from computer science that everyone should learn. As currently defined, with help from the National Science Foundation (NSF), these skills include problem formulation, logically organizing data, automating solutions through algorithmic thinking, and representing data through abstraction.…

Thinking, Creativity, and Artificial Intelligence.

ERIC Educational Resources Information Center

DeSiano, Michael; DeSiano, Salvatore

This document provides an introduction to the relationship between the current knowledge of focused and creative thinking and artificial intelligence. A model for stages of focused and creative thinking gives: problem encounter/setting, preparation, concentration/incubation, clarification/generation and evaluation/judgment. While a computer can…

Emotional Eating Is Not What You Think It Is and Emotional Eating Scales Do Not Measure What You Think They Measure

PubMed Central

Bongers, Peggy; Jansen, Anita

2016-01-01

In eating research, it is common practice to group people into different eater types, such as emotional, external and restrained eaters. This categorization is generally based on scores on self-report questionnaires. However, recent studies have started to raise questions about the validity of such questionnaires. In the realm of emotional eating, a considerable number of studies, both in the lab and in naturalistic settings, fail to demonstrate increased food intake in emotional situations in self-described emotional eaters. The current paper provides a review of experimental and naturalistic studies investigating the relationships between self-reported emotional eater status, mood, and food consumption. It is concluded that emotional eating scales lack predictive and discriminative validity; they cannot be assumed to measure accurately what they intend to measure, namely increased food intake in response to negative emotions. The review is followed by a discussion of alternative interpretations of emotional eating scores that have been suggested in the past few years, i.e., concerned eating, uncontrolled eating, a tendency to attribute overeating to negative affect, and cue-reactive eating. PMID:28008323

Applying systems thinking to task shifting for mental health using lay providers: a review of the evidence.

PubMed

Javadi, D; Feldhaus, I; Mancuso, A; Ghaffar, A

2017-01-01

This paper seeks to review the available evidence to determine whether a systems approach is employed in the implementation and evaluation of task shifting for mental health using lay providers in low- and middle-income countries, and to highlight system-wide effects of task-shifting strategies in order to better inform efforts to strength community mental health systems. Pubmed, CINAHL, and Cochrane Library databases were searched. Articles were screened by two independent reviewers with a third reviewer resolving discrepancies. Two stages of screens were done to ensure sensitivity. Studies were analysed using the World Health Organization's building blocks framework with the addition of a community building block, and systems thinking characteristics to determine the extent to which system-wide effects had been considered. Thirty studies were included. Almost all studies displayed positive findings on mental health using task shifting. One study showed no effect. No studies explicitly employed systems thinking tools, but some demonstrated systems thinking characteristics, such as exploring various stakeholder perspectives, capturing unintended consequences, and looking across sectors for system-wide impact. Twenty-five of the 30 studies captured elements other than the most directly relevant building blocks of service delivery and health workforce. There is a lack of systematic approaches to exploring complexity in the evaluation of task-shifting interventions. Systems thinking tools should support evidence-informed decision making for a more complete understanding of community-based systems strengthening interventions for mental health.

Building machines that learn and think like people.

PubMed

Lake, Brenden M; Ullman, Tomer D; Tenenbaum, Joshua B; Gershman, Samuel J

2017-01-01

Recent progress in artificial intelligence has renewed interest in building systems that learn and think like people. Many advances have come from using deep neural networks trained end-to-end in tasks such as object recognition, video games, and board games, achieving performance that equals or even beats that of humans in some respects. Despite their biological inspiration and performance achievements, these systems differ from human intelligence in crucial ways. We review progress in cognitive science suggesting that truly human-like learning and thinking machines will have to reach beyond current engineering trends in both what they learn and how they learn it. Specifically, we argue that these machines should (1) build causal models of the world that support explanation and understanding, rather than merely solving pattern recognition problems; (2) ground learning in intuitive theories of physics and psychology to support and enrich the knowledge that is learned; and (3) harness compositionality and learning-to-learn to rapidly acquire and generalize knowledge to new tasks and situations. We suggest concrete challenges and promising routes toward these goals that can combine the strengths of recent neural network advances with more structured cognitive models.

Urine trouble: should we think differently about UTI?

PubMed

Price, Travis K; Hilt, Evann E; Dune, Tanaka J; Mueller, Elizabeth R; Wolfe, Alan J; Brubaker, Linda

2018-02-01

Urinary tract infection (UTI) is clinically important, given that it is one of the most common bacterial infections in adult women. However, the current understanding of UTI remains based on a now disproven concept that the urinary bladder is sterile. Thus, current standards for UTI diagnosis have significant limitations that may reduce the opportunity to improve patient care. Using data from our work and numerous other peer-reviewed studies, we identified four major limitations to the contemporary UTI description: the language of UTI, UTI diagnostic testing, the Escherichia coli-centric view of UTI, and the colony-forming units (CFU) threshold-based diagnosis. Contemporary methods and technology, combined with continued rigorous clinical research can be used to correct these limitations.

Effectiveness of teaching strategies to improve critical thinking in nurses in clinical practice: a systematic review protocol.

PubMed

da Costa Carbogim, Fábio; de Oliveira, Larissa Bertacchini; de Campos, Guilherme Gushiken; de Araújo Nunes, Esther Alves; Alves, Katiusse Rezende; de Araújo Püschel, Vilanice Alves

2017-06-01

The aim of this review is to identify and synthesize the best available evidence on the effectiveness of teaching strategies aimed at improving critical thinking (CT) in registered nurses who provide direct patient care. Specifically, the research question is: What are the best teaching strategies to improve CT skills in registered nurses who provide direct patient care?

Application of Think Aloud Protocols for Examining and Confirming Sources of Differential Item Functioning Identified by Expert Reviews

ERIC Educational Resources Information Center

Ercikan, Kadriye; Arim, Rubab; Law, Danielle; Domene, Jose; Gagnon, France; Lacroix, Serge

2010-01-01

This paper demonstrates and discusses the use of think aloud protocols (TAPs) as an approach for examining and confirming sources of differential item functioning (DIF). The TAPs are used to investigate to what extent surface characteristics of the items that are identified by expert reviews as sources of DIF are supported by empirical evidence…

Review of "Incomplete: How Middle Class Schools Aren't Making the Grade". Think Tank Review

ERIC Educational Resources Information Center

Baker, Bruce D.

2011-01-01

"Incomplete: How Middle Class Schools Aren't Making the Grade" is a new report from Third Way, a Washington, D.C.-based policy think tank. The report aims to convince parents, taxpayers and policymakers that they should be as concerned about middle-class schools not making the grade as they are about the failures of the nation's large, poor, urban…

How Radiologists Think: Understanding Fast and Slow Thought Processing and How It Can Improve Our Teaching.

PubMed

van der Gijp, Anouk; Webb, Emily M; Naeger, David M

2017-06-01

Scholars have identified two distinct ways of thinking. This "Dual Process Theory" distinguishes a fast, nonanalytical way of thinking, called "System 1," and a slow, analytical way of thinking, referred to as "System 2." In radiology, we use both methods when interpreting and reporting images, and both should ideally be emphasized when educating our trainees. This review provides practical tips for improving radiology education, by enhancing System 1 and System 2 thinking among our trainees. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature.

PubMed

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2016-05-01

The value and importance of incorporating strategies that promote critical thinking in nursing and midwifery undergraduate programmes are well documented. However, relatively little is known about the effectiveness of teaching strategies in promoting CT. Evaluating effectiveness is important to promote 'best practise' in teaching. To evaluate the efficacy of teaching methods used to develop critical thinking skills in nursing and midwifery undergraduate students. The following six databases; CINAHL, Ovid Medline, ERIC, Informit, PsycINFO and Scopus were searched and resulted in the retrieval of 1315 papers. After screening for inclusion, each paper was evaluated using the Critical Appraisal Skills Programme tool. Twenty-eight studies met the inclusion criteria and quality appraisal. Twelve different teaching interventions were tested in 8 countries. Results varied, with little consistency across studies using the same type of intervention or outcome tool. Sixteen tools were used to measure the efficacy of teaching in developing critical thinking. Seventeen studies identified a significant increase in critical thinking, while nine studies found no increases, and two found unexplained decreases in CT when using a similar educational intervention. Whilst this review aimed to identify effective teaching strategies that promote and develop critical thinking, flaws in methodology and outcome measures contributed to inconsistent findings. The continued use of generalised CT tools is unlikely to help identify appropriate teaching methods that will improve CT abilities of midwifery and nursing students and prepare them for practise. The review was limited to empirical studies published in English that used measures of critical thinking with midwifery and nursing students. Discipline specific strategies and tools that measure students' abilities to apply CT in practise are needed. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Ten principles for thinking about the future: a primer for environmental professionals

Treesearch

David N. Bengston

2017-01-01

Every decision we make is about the future, but most of us are never taught how to think critically about it. This guide addresses this issue by identifying and reviewing 10 principles for thinking about the future, along with related strategies for improving environmental foresight. The principles and strategies are drawn from the transdisciplinary field of futures...

Enhancing Thinking through Cooperative Learning.

ERIC Educational Resources Information Center

Davidson, Neil, Ed.; Worsham, Toni, Ed.

This collection of papers provides a theoretical foundation on current practice in cooperative thinking. The papers offer many practical methods that can be applied to a full range of classroom settings. After an introduction, "HOTSICLE: Higher Order Thinking Skills in Cooperative Learning Environments" (Neil Davidson and Toni Worsham),…

Critical Thinking and the Danger of Intellectual Conformity.

ERIC Educational Resources Information Center

Walter, Kerry S.

1987-01-01

Although the goals of critical thinking are to foster critical ability and broad-mindedness, it tends to encourage absolutism, promote passivity, and breed intolerance. The current concentration on critical thinking's reductionism should be balanced with the teaching of alternative approaches to understanding knowledge and reality. (Author/LB)

English education for healthcare professionals in Japan.

PubMed

Moross, Janelle; Seki, Naoko; Morio, Ikuko

2017-11-01

In a global environment, education for healthcare professionals should include cultivating human resources who have the necessary skills to work in an international arena. This article will review the current status of English education for dental healthcare professionals in Japan. After conducting a literature search using the keywords: English education, Japan, and dental, only a few studies were found that investigated and proposed suggestions for dental professional English education. Even so, these were still in the early stages with outcomes yet to be fully evaluated. Even though English is thought indispensable for global professionals, and that increasing chances for communication skills is necessary, little attention has been addressed to English education for dental professionals or the implementation of such education in the Japanese undergraduate dental curricula. With the current reality of field expansion in dentistry, the need for not only improved English communication skills for Japanese dentists, but also the acquisition of essential expertise, psychomotor, teambuilding, critical thinking, and creative thinking skills in English as well as Japanese, is a definite probability. In order to reach this level of knowledge, further efforts and research would be necessary for the advancement and development of dental professional English education in Japan.

Evolution and social epidemiology.

PubMed

Nishi, Akihiro

2015-11-01

Evolutionary biology, which aims to explain the dynamic process of shaping the diversity of life, has not yet significantly affected thinking in social epidemiology. Current challenges in social epidemiology include understanding how social exposures can affect our biology, explaining the dynamics of society and health, and designing better interventions that are mindful of the impact of exposures during critical periods. I review how evolutionary concepts and tools, such as fitness gradient in cultural evolution, evolutionary game theory, and contemporary evolution in cancer, can provide helpful insights regarding social epidemiology. Copyright © 2015 Elsevier Ltd. All rights reserved.

Thinking Outside the 'Block': Alternative Polymer Compositions for Micellar Drug Delivery.

PubMed

Jones, Marie-Christine

2015-01-01

With a number of formulations currently in clinical trials, the interest in polymer micelles as drug carriers in unlikely to subside. Historically, linear diblock copolymers have been used as the building blocks for micelle preparation. Yet, recent advances in polymer chemistry have meant that a wider variety of polymer architectures and compositions have become available and been trialed for pharmaceutical applications. This mini-review aims to provide an overview of recent, exciting developments in triblock, graft and hyperbranched polymer chemistries that may change the way polymeric micelles drug formulations are prepared.

Environmental factors associated with asthma.

PubMed Central

Walker, Bailus; Stokes, Lynette D.; Warren, Rueben

2003-01-01

Asthma, a disease of attacks and remission, continues to account for substantial morbidity and direct economic costs. Numerous studies--epidemiologic, toxicologic and clinical--present evidence for a broad spectrum of environmental risk factors associated with asthma. This review summarizes current thinking on a subset of these factors. Knowledge of potential environmental determinants of asthma is important to both the patient and healthcare professional in the application of multiple modalities of medical and environmental intervention for management of the development, and exacerbation of this chronic inflammatory disorder of the airways. PMID:12760611

Brain Hemispheres and Thinking Styles.

ERIC Educational Resources Information Center

Gray, Esther Cappon

1980-01-01

The author reviews some research, particularly that of Roger Sperry, substantiating the existence of different thinking styles in the two brain hemispheres and the development of this differentiation in infancy and childhood. She draws some implications for elementary teaching. (SJL)

Extravasation management of nonchemotherapeutic medications.

PubMed

Martin, Sarah M

2013-01-01

Many who think of vesicants think of chemotherapy and oncology patients. But not all vesicants are chemotherapy medications. This article reviews the factors that increase the risk of extravasation, the nonchemotherapeutic medications associated with extravasation injuries, and the recommended treatments.

Beyond the Lonely, Choosing Will: Professional Development in Teacher Thinking. Occasional Paper No. 131.

ERIC Educational Resources Information Center

Buchmann, Margret

This paper aims to accomplish several purposes through conceptual analysis, story telling and interpretation, excursions into philosophy, and recent studies of teachers' professional development. First, the paper identifies limitations and confusions in current conceptions of teachers' professional thinking: equating teacher thinking with planning…

Assessing Children's Multiplicative Thinking

ERIC Educational Resources Information Center

Hurst, Chris; Hurrell, Derek

2016-01-01

Multiplicative thinking is a "big idea" of mathematics that underpins much of the mathematics learned beyond the early primary school years. This paper reports on a current study that utilises an interview tool and a written quiz to gather data about children's multiplicative thinking. The development of the tools and some of the…

Program Development for Primary School Teachers' Critical Thinking

ERIC Educational Resources Information Center

Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan

2017-01-01

The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…

Critical Thinking Assessment across Four Sustainability-Related Experiential Learning Settings

ERIC Educational Resources Information Center

Heinrich, William F.; Habron, Geoffrey B.; Johnson, Heather L.; Goralnik, Lissy

2015-01-01

Today's complex societal problems require both critical thinking and an engaged citizenry. Current practices in higher education, such as service learning, suggest that experiential learning can serve as a vehicle to encourage students to become engaged citizens. However, critical thinking is not necessarily a part of every experiential learning…

Rethinking Critical Thinking

ERIC Educational Resources Information Center

Downs, Christopher J.

2008-01-01

Critical thinking is of primary importance in higher education, yet the concept remains slippery and the skill elusive. The author argues that most current critical thinking textbooks are out of line with the seminal work of John Dewey. Rather than logical argument and justification, it is suggested that carefulness, open-mindedness and creativity…

Brain Stretchers, Book 3 - Advanced.

ERIC Educational Resources Information Center

Stickels, Terry H.

Current thinking suggests that solving brainteasing puzzles uses the same critical thinking skills needed to solve difficult math, science, and business problems. This book is a non-intimidating exploration of the wonderful powers of the mind with an emphasis on the joy of thinking and learning. It contains 100 puzzles, presented in order of…

Environmental Activities for Teaching Critical Thinking. [Environmental Education Information Report.

ERIC Educational Resources Information Center

Howe, Robert W.; Disinger, John F.

The ability to think critically is essential if individuals are to live, work, and function effectively in our current and changing society. The activities included in this publication were selected to identify a variety of effective strategies for teaching critical thinking skills through environmental education. Activities include library…

The Effect of Information Literacy on Teachers' Critical Thinking Disposition

ERIC Educational Resources Information Center

Saglam, Aycan Çiçek; Çankaya, Ibrahim; Üçer, Hakan; Çetin, Muhammet

2017-01-01

The concepts of information literacy and critical thinking are two important concepts of today's information and technology age closely related to each other and sometimes used interchangeably. The purpose of the current study is to explore the relationship between the secondary school teachers' critical thinking disposition and information…

Hemispheric specialization and creative thinking: a meta-analytic review of lateralization of creativity.

PubMed

Mihov, Konstantin M; Denzler, Markus; Förster, Jens

2010-04-01

In the last two decades research on the neurophysiological processes of creativity has found contradicting results. Whereas most research suggests right hemisphere dominance in creative thinking, left-hemisphere dominance has also been reported. The present research is a meta-analytic review of the literature to establish how creative thinking relates to relative hemispheric dominance. The analysis was performed on the basis of a non-parametric vote-counting approach and effect-size calculations of Cramer's phi suggest relative dominance of the right hemisphere during creative thinking. Moderator analyses revealed no difference in predominant right-hemispheric activation for verbal vs. figural tasks, holistic vs. analytical tasks, and context-dependent vs. context-independent tasks. Suggestions for further investigations with the meta-analytic and neuroscience methodologies to answer the questions of left hemispheric activation and further moderation of the effects are discussed. Copyright 2009 Elsevier Inc. All rights reserved.

Counterfactual Thinking and False Belief: The Role of Executive Function

ERIC Educational Resources Information Center

Drayton, Stefane; Turley-Ames, Kandi J.; Guajardo, Nicole R.

2011-01-01

The purpose of the current study was to examine further the relationship between counterfactual thinking and false belief (FB) as examined by Guajardo and Turley-Ames ("Cognitive Development, 19" (2004) 53-80). More specifically, the current research examined the importance of working memory and inhibitory control in understanding the relationship…

Pathways of Knowing: Integrating Citizen Science and Critical Thinking in the Adult ELL Classroom

ERIC Educational Resources Information Center

Basham, Melody

2012-01-01

This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon…

Can we create a valid treatment algorithm for patients with drug resistant overactive bladder (OAB) syndrome or detrusor overactivity (DO)? Results from a think tank (ICI-RS 2015).

PubMed

Apostolidis, Apostolos; Averbeck, Marcio Augusto; Sahai, Arun; Rahnama'i, Mohhamad Sajjad; Anding, Ralf; Robinson, Dudley; Gravas, Stavros; Dmochowski, Roger

2017-04-01

To review and assess the definitions of drug resistance and the evidence supporting treatment for drug resistant overactive bladder/detrusor overactivity (OAB/DO). Evidence review of the extant literature and consensus of opinion was used to derive the summary recommendations. Drug resistance or drug refractory status has been inconsistently defined and reported in current evident sources. Recent publications use some correlation of lack of efficacy and or experienced side effects to define drug resistance. Algorithms based upon these definitions largely relate to the appropriate use of neuromodulation or botulinum neurotoxin, based upon patient selection and patient choice. Current treatment pathways are hampered by inability to consistently profile patients to optimize management, particularly after failure of initial pragmatic treatment. Further research is recommended to better identify patient phenotype for purposes of directing optimized therapy for OAB/DO. Current treatment algorithms are influenced by extensive data generated from recent neuromodulation and botulinum neurotoxin trials. © 2017 Wiley Periodicals, Inc.

Lower-Order Mathematical Thinking Skills in Finance, from the Viewpoint of Financial Employees in the Iranian Bank of Industry and Mine

ERIC Educational Resources Information Center

Kumleh, Seyedeh Zahra Aboalhasani; Roodposhti, Fereydon Rahnamay; Shahvarani, Ahmad; Lotfi, Farhad Hosseinzadeh

2017-01-01

In this paper, lower-order mathematical thinking skills within finance were studied from the viewpoint of financial employees in the Iranian Bank of Industry and Mine. To conduct this research, a questionnaire was developed after reviewing lower-order mathematical thinking skills in finance. In accordance with the revised Bloom's taxonomy, the…

A Critical Analysis of Bloom's Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia through English Literature

ERIC Educational Resources Information Center

Rahman, Shukran Abdul; Manaf, Nor Faridah Abdul

2017-01-01

Purpose: The study aims to (1) review the literature that analyses the relevance of Bloom's Taxonomy of Educational Objectives in the teaching of creative and critical thinking among students in Malaysia, and (2) identify missing aspects in Bloom's Taxonomy vis a vis the indigenous context, important to promote creative and critical thinking among…

Biologic Treatments for Sports Injuries II Think Tank—Current Concepts, Future Research, and Barriers to Advancement, Part 2

PubMed Central

Murray, Iain R.; LaPrade, Robert F.; Musahl, Volker; Geeslin, Andrew G.; Zlotnicki, Jason P.; Mann, Barton J.; Petrigliano, Frank A.

2016-01-01

Rotator cuff tears are common and result in considerable morbidity. Tears within the tendon substance or at its insertion into the humeral head represent a considerable clinical challenge because of the hostile local environment that precludes healing. Tears often progress without intervention, and current surgical treatments are inadequate. Although surgical implants, instrumentation, and techniques have improved, healing rates have not improved, and a high failure rate remains for large and massive rotator cuff tears. The use of biologic adjuvants that contribute to a regenerative microenvironment have great potential for improving healing rates and function after surgery. This article presents a review of current and emerging biologic approaches to augment rotator cuff tendon and muscle regeneration focusing on the scientific rationale, preclinical, and clinical evidence for efficacy, areas for future research, and current barriers to advancement and implementation. PMID:27099865

Measuring third year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study.

PubMed

Tutticci, Naomi; Lewis, Peter A; Coyer, Fiona

2016-05-01

Critical reflection underpins critical thinking, a highly desirable generic nursing graduate capability. To improve the likelihood of critical thinking transferring to clinical practice, reflective thinking needs to be measured within the learning space of simulation. This study was divided into two phases to address the reliability and validity measures of previously untested surveys. Phase One data was collected from individuals (n = 6) using a 'think aloud' approach and an expert panel to review content validity, and verbatim comment analysis was undertaken. The Reflective Thinking Instrument and Critical Reflection Self-Efficacy Visual Analogue Scale items were contextualised to simulation. The expert review confirmed these instruments exhibited content validity. Phase Two data was collected through an online survey (n = 58). Cronbach's alpha measured internal consistency and was demonstrated by all subscales and the Instrument as a whole (.849). There was a small to medium positive correlation between critical reflection self-efficacy and general self-efficacy (r = .324, n = 56, p = .048). Participant responses were positive regarding the simulation experience. The research findings demonstrated that the Reflective Thinking and Simulation Satisfaction survey is reliable. Further development of this survey to establish validity is recommended to make it viable. Copyright © 2016 Elsevier Ltd. All rights reserved.

A conceptual framework for developing a critical thinking self-assessment scale.

PubMed

Nair, Girija G; Stamler, Lynnette Leeseberg

2013-03-01

Nurses must be talented critical thinkers to cope with the challenges related to the ever-changing health care system, population trends, and extended role expectations. Several countries now recognize critical thinking skills (CTS) as an expected outcome of nursing education programs. Critical thinking has been defined in multiple ways by philosophers, critical thinking experts, and educators. Nursing experts conceptualize critical thinking as a process involving cognitive and affective domains of reasoning. Nurse educators are often challenged with teaching and measuring CTS because of their latent nature and the lack of a uniform definition of the concept. In this review of the critical thinking literature, we examine various definitions, identify a set of constructs that define critical thinking, and suggest a conceptual framework on which to base a self-assessment scale for measuring CTS. Copyright 2013, SLACK Incorporated.

Metacognitions in desire thinking: a preliminary investigation.

PubMed

Caselli, Gabriele; Spada, Marcantonio M

2010-10-01

Desire thinking is defined as a voluntary thinking process orienting to prefigure images, information and memories about positive target-related experience. Recent research has highlighted the role of desire thinking in the maintenance of addictive, eating and impulse control disorders. Currently little is known about metacognitions in desire thinking. To investigate: (1) the presence and content of desire thinking during a desire experience; (2) the presence of metacognitive beliefs in desire thinking; (3) the goal of desire thinking; (4) attentional focus during desire thinking; and (5) the impact of desire thinking on craving. Twenty-four individuals with a diagnosis of either alcohol abuse, bulimia nervosa, pathological gambling or smoking dependence were assessed using a semi-structured interview. Findings indicated that participants engaged in desire thinking and endorsed both positive and negative metacognitive beliefs about this process. The goal of desire thinking was to regulate internal states. Participants also reported that during a desire experience their attentional focus was continuously shifting between internal state and external context and that engaging in desire thinking increased craving. These findings provide preliminary evidence that metacognitions play a role in desire thinking.

Fast and slow thinking in distressing delusions: A review of the literature and implications for targeted therapy.

PubMed

Ward, Thomas; Garety, Philippa A

2017-09-16

The recent literature on reasoning biases in psychosis and delusions is reviewed. The state-of-the-art knowledge from systematic reviews and meta-analyses on the evidence for jumping to conclusions is briefly summarised, before a fuller discussion of the more recent empirical literature on belief flexibility as applied to delusions. The methodology and evidence in relation to studies of belief flexibility and the Bias Against Disconfirmatory Evidence (BADE) across the delusional continuum will be critically appraised, and implications drawn for improving cognitive therapy. It will be proposed that dual process models of reasoning, which Kahneman (Kahneman, 2011) popularised as 'fast and slow thinking', provide a useful theoretical framework for integrating further research and informing clinical practice. The emergence of therapies which specifically target fast and slow thinking in people with distressing delusions will be described. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

The dental literature on occlusion and myogenous orofacial pain: application of critical thinking.

PubMed

Solow, Roger Alan

2016-09-01

To enhance the reader's critical thinking when reading the dental literature on the relationship of occlusion and myogenous orofacial pain (MOP). Representative journal articles and systematic reviews from the dental literature confirming and denying a relationship of occlusion to MOP were analyzed and reviewed. Studies using computerized occlusal analysis (COA) consistently find a relationship of the occlusion to MOP. Studies that do not confirm this relationship have problems with invalid primary source conclusions, unstated assumptions, bias, and errors in logic that disqualify their conclusion. This review explains four categories of problems with the dental literature that denies occlusion has a relationship with MOP. When the reader understands these examples of flaws in this literature, they can apply this critical thinking to future studies. Correct interpretation of the literature on occlusion and MOP requires a foundation of basic and clinical scientific knowledge as well as an understanding of the details of the primary source articles.

Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand

ERIC Educational Resources Information Center

Sriwongchai, Arunee; Jantharajit, Nirat; Chookhampaeng, Sumalee

2015-01-01

The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of…

Using Computers and Original Texts to Teach Critical Reading and Thinking.

ERIC Educational Resources Information Center

Orndorff, Joseph

While ability to read and think critically is the very basis of post-secondary education, increasing numbers of college students lack these skills. A sequence of two courses in critical reading and thinking are currently offered in the Concentrated Studies program at Duquesne University in Pennsylvania. In these courses, students who are…

War, Critical Thinking, and Self-Understanding

ERIC Educational Resources Information Center

Noddings, Nel

2004-01-01

Can students learn to think critically if they are not asked to engage with critical issues? Fostering critical thinking is frequently stated as a fundamental aim of education, and yet many teachers report that they have been forbidden to discuss such critical issues as current wars, religion, and cultural differences in styles of parenting. The…

The Case against "Critical Thinking Skills": In Pursuit of a Humanizing Pedagogy

ERIC Educational Resources Information Center

Anderson, Morgan

2015-01-01

Current educational discourse is rife with the phrase "critical thinking skills." The term is wielded with such indiscretion among educators, reformers, and education policy makers that is has become commonsensical to believe that imparting critical thinking skills is an indispensable aspect of education. For example, according to the…

Toward the Thinking Curriculum: Current Cognitive Research. 1989 ASCD Yearbook.

ERIC Educational Resources Information Center

Resnick, Lauren B., Ed.; Klopfer, Leopold E., Ed.

A project of the Center for the Study of Learning at the University of Pittsburgh, this yearbook combines the two major trends/concerns impacting the future of educational development for the next decade: knowledge and thinking. The yearbook comprises the following chapters: (1) "Toward the Thinking Curriculum: An Overview" (Lauren B.…

The Effects of Computer Use on Creative Thinking among Kindergarten Children in Jordan

ERIC Educational Resources Information Center

Shawareb, Aseel

2011-01-01

The objective of the current study was to examine the effect of early computer experience, using quasi-experimental design, on creative thinking among Jordanian kindergarten children. It intended to answer two main research questions. First, does adding a computer to a kindergarten environment enhance children's creative thinking? Second, does…

Critical Thinking as Miracle Tonic: Selling Snake Oil in Education.

ERIC Educational Resources Information Center

Hyslop-Margison, Emery J.

This paper proposes that the current interest in critical thinking is based on important conceptual, epistemological, and procedural confusions. It suggests that the attempt to identify a successful critical thinking construct mirrors the search for miracle tonics often peddled by snake oil salesmen as a medicinal cure-all. It goes to suggest that…

Arrhythmogenic KCNE gene variants: current knowledge and future challenges

PubMed Central

Crump, Shawn M.; Abbott, Geoffrey W.

2014-01-01

There are twenty-five known inherited cardiac arrhythmia susceptibility genes, all of which encode either ion channel pore-forming subunits or proteins that regulate aspects of ion channel biology such as function, trafficking, and localization. The human KCNE gene family comprises five potassium channel regulatory subunits, sequence variants in each of which are associated with cardiac arrhythmias. KCNE gene products exhibit promiscuous partnering and in some cases ubiquitous expression, hampering efforts to unequivocally correlate each gene to specific native potassium currents. Likewise, deducing the molecular etiology of cardiac arrhythmias in individuals harboring rare KCNE gene variants, or more common KCNE polymorphisms, can be challenging. In this review we provide an update on putative arrhythmia-causing KCNE gene variants, and discuss current thinking and future challenges in the study of molecular mechanisms of KCNE-associated cardiac rhythm disturbances. PMID:24478792

Humanistic and positive psychology need each other, and to advance, our field needs both.

PubMed

Schneider, Kirk J

2014-01-01

Comments on the article "The humanistic psychology-positive psychology divide: Contrasts in philosophical foundations" by Waterman (see record 2013-12501-001). Alan Waterman's article is an illuminating contribution that will be reviewed and debated for years to come. The current author is appreciative of Waterman for raising key questions about the respective worldviews of humanistic and positive psychology and their potential for rapprochement. That said, the current author thinks Waterman's conclusion that both perspectives are better off pursuing their own independent agendas is a short-sighted one that is likely to have debilitating, if not dire, effects on the future of our profession. The current author believes that there are many ways for existential-humanistic and positive psychology researchers to collaborate. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Understanding U.S. Physician Satisfaction: State of the Evidence and Future Directions.

PubMed

Hoff, Timothy; Young, Gary; Xiang, Elaine; Raver, Eli

2015-01-01

Physician satisfaction is an important issue, yet we know less about it than we should. This narrative review updates our knowledge about U.S. physician satisfaction and proposes new foci for understanding and studying the topic that align better with the evolving U.S. healthcare delivery system, physicians' everyday work situations, and medicine's internal demographic changes. Using the PubMed database of empirical studies published between 2008 and 2013 that examine U.S. physician job, career, or work satisfaction, we compare our review findings with a review covering studies published between 1970 and 2007. We included 22 studies in our review. Overall, U.S. physicians experience moderate to high levels of job, work, and career satisfaction, and these levels have remained stable over time. This is surprising given discussions in the popular press of declining physician satisfaction. The observed consistency and the high levels of satisfaction do not tell the entire story. While autonomy, income, and perceived job demands are several of the stronger predictors of physician satisfaction, variables such as age and gender have been understudied. And our understanding of what drives physician satisfaction still draws too heavily on other variables that are less salient given today's workplace and the current trends in professional demographics and employment arrangements. Future thinking and research on physician satisfaction should align more with the array of changes now occurring within the U.S. medical profession and the larger U.S. healthcare delivery system, within which physicians work. To do this, new variables and conceptual thinking that capture these changes must be used.

Proactive approaches for mold-free interior environments.

PubMed

Warsco, Katherine; Lindsey, Patricia F

2003-08-01

Interior design education and practice can contribute to the prevention of mold growth in indoor environments. The authors provide an overview of current thinking within the interior design educational and professional communities regarding proactive approaches to achieving mold-free building interiors, including identification of current best practices for the prevention of mold problems in buildings. They also discuss the development of certification programs. A review of recent literature points to the need for interior designers to be educated to specify the use of ecologically sound materials that support the health of building occupants. The authors present trade-offs between best practices for designing mold-free indoor environments (including considerations of cost, maintenance, and operation) and occupant comfort, health, and well-being.

Educational Leadership and Management: Blending Greek Philosophy, Myth and Current Thinking

ERIC Educational Resources Information Center

Pashiardis, Petros

2009-01-01

In this conceptual paper, an exploration of the leadership gap between theory and praxis, which manifests itself in three different kinds of fissure in current thinking and research in the field of educational leadership, management and administration, will be undertaken. It is argued that there is a public image/communication gap, which current…

Thinking Small – Progress on Microscale Neurostimulation Technology

PubMed Central

Pancrazio, Joseph J.; Deku, Felix; Ghazavi, Atefeh; Stiller, Allison M.; Rihani, Rashed; Frewin, Christopher L.; Varner, Victor D.; Gardner, Timothy J.; Cogan, Stuart F.

2017-01-01

Objectives Neural stimulation is well-accepted as an effective therapy for a wide range of neurological disorders. While the scale of clinical devices is relatively large, translational and pilot clinical applications are underway for microelectrode-based systems. Microelectrodes have the advantage of stimulating a relatively small tissue volume which may improve selectivity of therapeutic stimuli. Current microelectrode technology is associated with chronic tissue response which limits utility of these devices for neural recording and stimulation. One approach for addressing the tissue response problem may be to reduce physical dimensions of the device. “Thinking small” is a trend for the electronics industry, and for implantable neural interfaces, the result may be a device that can evade the foreign body response. Materials and Methods This review paper surveys our current understanding pertaining to the relationship between implant size and tissue response and the state-of-the-art in ultra-small microelectrodes. A comprehensive literature search was performed using PubMed, Web of Science (Clarivate Analytics), and Google Scholar. Results The literature review shows recent efforts to create microelectrodes that are extremely thin appear to reduce or even eliminate the chronic tissue response. With high charge capacity coatings, ultra-microelectrodes fabricated from emerging polymers and amorphous silicon carbide appear promising for neurostimulation applications. Conclusion We envision the emergence of robust and manufacturable ultra-microelectrodes that leverage advanced materials where the small cross-sectional geometry enables compliance within tissue. Nevertheless, future testing under in vivo conditions is particularly important for assessing the stability of thin film devices under chronic stimulation. PMID:29076214

Moral Emotions and Moral Behavior

PubMed Central

Stuewig, Jeff; Mashek, Debra J.

2011-01-01

Moral emotions represent a key element of our human moral apparatus, influencing the link between moral standards and moral behavior. This chapter reviews current theory and research on moral emotions. We first focus on a triad of negatively valenced “self-conscious” emotions—shame, guilt, and embarrassment. As in previous decades, much research remains focused on shame and guilt. We review current thinking on the distinction between shame and guilt, and the relative advantages and disadvantages of these two moral emotions. Several new areas of research are highlighted: research on the domain-specific phenomenon of body shame, styles of coping with shame, psychobiological aspects of shame, the link between childhood abuse and later proneness to shame, and the phenomena of vicarious or “collective” experiences of shame and guilt. In recent years, the concept of moral emotions has been expanded to include several positive emotions—elevation, gratitude, and the sometimes morally relevant experience of pride. Finally, we discuss briefly a morally relevant emotional process—other-oriented empathy. PMID:16953797

Moral emotions and moral behavior.

PubMed

Tangney, June Price; Stuewig, Jeff; Mashek, Debra J

2007-01-01

Moral emotions represent a key element of our human moral apparatus, influencing the link between moral standards and moral behavior. This chapter reviews current theory and research on moral emotions. We first focus on a triad of negatively valenced "self-conscious" emotions-shame, guilt, and embarrassment. As in previous decades, much research remains focused on shame and guilt. We review current thinking on the distinction between shame and guilt, and the relative advantages and disadvantages of these two moral emotions. Several new areas of research are highlighted: research on the domain-specific phenomenon of body shame, styles of coping with shame, psychobiological aspects of shame, the link between childhood abuse and later proneness to shame, and the phenomena of vicarious or "collective" experiences of shame and guilt. In recent years, the concept of moral emotions has been expanded to include several positive emotions-elevation, gratitude, and the sometimes morally relevant experience of pride. Finally, we discuss briefly a morally relevant emotional process-other-oriented empathy.

Health information technology: a few years of magical thinking?

PubMed

Diamond, Carol C; Shirky, Clay

2008-01-01

One of the biggest obstacles to expanding the use of information technology (IT) in health care may be the current narrow focus on how to stimulate its adoption. The challenge of thinking of IT as a tool to improve quality requires serious attention to transforming the U.S. health care system as a whole, rather than simply computerizing the current setup. Proponents of health IT must resist "magical thinking," such as the notion that technology will transform our broken system, absent integrated work on policy or incentives. The alternative route to transforming the system sets all of its sights on the destination.

Implementing NICU critical thinking programs: one unit's experience.

PubMed

Zimmerman, Denise; Pilcher, Jobeth

2008-01-01

Critical thinking is the hallmark of today's nursing practice environment. Nowhere is this more critical than in the high-tech environment of the NICU. Despite the importance of critical thinking in nursing practice, there is limited information on the process of teaching new NICU nurses to think critically. Based on the principles of adult education, orientation and continuing education for NICU nurses should be goal directed, build on the learner's prior experience, and build in opportunities for active participation, reflection, and experiential learning. This article reviews the principles of adult education and their application to the process of teaching critical thinking in the NICU. One unit's experience of critical thinking education is used to provide concrete examples of how NICU education can be transformed from a traditional didactic methodology to a more dynamic experiential approach.

The effectiveness of evidence-based nursing on development of nursing students' critical thinking: A meta-analysis.

PubMed

Cui, Chuyun; Li, Yufeng; Geng, Dongrong; Zhang, Hui; Jin, Changde

2018-06-01

The aim of this meta-analysis was to assess the effectiveness of evidence-based nursing (EBN) on the development of critical thinking for nursing students. A systematic literature review of original studies on randomized controlled trials was conducted. The relevant randomized controlled trials were retrieved from multiple electronic databases including Cochrane Central Register of Controlled Trials (CENTRAL), PubMed, EMBASE, Web of Science, Cumulative Index to Nursing and Allied Health (CINAHL), Chinese BioMed Database (CBM), China National Knowledge Infrastructure (CNKI), and WanFang Database. In order to make a systematic evaluation, studies were selected according to inclusion and exclusion criteria, and then according to extracted data and assessed quality. The data extraction was completed by two independent reviewers, and the methodological quality assessment was completed by another two reviewers. All of the data was analyzed by the software RevMan5.3. A total of nine studies with 1079 nursing students were chosen in this systematic literature review. The result of this meta-analysis showed that the effectiveness of evidence-based nursing was superior to that of traditional teaching on nursing students' critical thinking. The results of this meta-analysis indicate that evidence-based nursing could help nursing students to promote their development of critical thinking. More researches with higher quality and larger sample size can be analyzed in the further. Copyright © 2018. Published by Elsevier Ltd.

The Myriad Influences of Alcohol Advertising on Adolescent Drinking.

PubMed

Berey, Benjamin L; Loparco, Cassidy; Leeman, Robert F; Grube, Joel W

2017-06-01

This review investigates effects of alcohol advertising on adolescent drinking. Prior reviews focused on behavioral outcomes and long-term effects. In contrast, the present review focuses on subgroups with greater exposure to alcohol advertising, research methods to study alcohol advertising, potential mechanisms underlying relationships between adolescent exposure to alcohol advertising and increased drinking and points to prevention/intervention strategies that may reduce effects of alcohol advertising. Alcohol advertising influences current and future drinking. Further, evidence suggests adolescents may be targeted specifically. Alcohol advertisements may influence behavior by shifting alcohol expectancies, norms regarding alcohol use, and positive attitudes. Media literacy programs may be an effective intervention strategy. Adolescents are exposed to large quantities of alcohol advertisements, which violates guidelines set by the alcohol industry. However, media literacy programs may be a promising strategy for adolescents to increase critical thinking and create more realistic expectations regarding alcohol.

The Evolution of Deficit Thinking: Educational Thought and Practice. The Stanford Series on Education and Public Policy.

ERIC Educational Resources Information Center

Valencia, Richard R.

This book includes eight chapters that explore the history and current status of educational "deficit thinking" and its effects on educational policies and practices. Educational deficit thinking is a form of blaming the victim that views the alleged deficiencies of poor and minority group students and their families as predominantly…

Critical Thinking Skills among Elementary School Students: Comparing Identified Gifted and General Education Student Performance

ERIC Educational Resources Information Center

Kettler, Todd

2014-01-01

Education reform efforts, including the current adoption of Common Core State Standards, have increased attention to teaching critical thinking skills to all students. This study investigated the critical thinking skills of fourth-grade students from a school district in Texas, including 45 identified gifted students and 163 general education…

Using Case Studies in Business Education to Promote Networked Thinking: Findings of an Intervention Study

ERIC Educational Resources Information Center

Pilz, Matthias; Zenner, Lea

2018-01-01

Case studies are central to the way management is currently taught at universities. Among other benefits attributed to the case study method is that it promotes networked thinking by learners. Networked thinking takes account of interactions and repercussions, making it crucial to decision-making within the complex system of rules that shapes…

Stimulating Creativity: Modulation of Convergent and Divergent Thinking by Transcranial Direct Current Stimulation (tDCS)

ERIC Educational Resources Information Center

Zmigrod, Sharon; Colzato, Lorenza S.; Hommel, Bernhard

2015-01-01

Creativity has been conceptualized as involving 2 distinct components; divergent thinking, the search for multiple solutions to a single problem, and convergent thinking, the quest for a single solution either through an analytical process or the experience of insight. Studies have demonstrated that these abilities can be improved by cognitive…

About the Reflective Thought Also Known as the Critical Thinking

ERIC Educational Resources Information Center

León, Federico R.

2014-01-01

This article deals with the concept of reflective thought or critical thinking from its initial formulation as an intellectual attitude to its current articulation as a third level of cognitive processing. Issues dealt with include critical thinking as a goal, as a cognitive process, as a part of dual cognitive processes, as a measurable…

Making the Familiar Strange: Thinking Visually in a Study Abroad Course in Professional Communication

ERIC Educational Resources Information Center

Andrews, Deborah C.

2016-01-01

Business and professional communicators increasingly rely on visual thinking and design strategies to create effective messages. The workplace need for such thinking, however, is not readily accommodated in current pedagogy. A long-running study abroad short course for American students taught in London provides a model for meeting this need.…

Can goal-free problems facilitating students' flexible thinking?

NASA Astrophysics Data System (ADS)

Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah

2017-08-01

Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.

Value-Based Assessment of Radiology Reporting Using Radiologist-Referring Physician Two-Way Feedback System-a Design Thinking-Based Approach.

PubMed

Shaikh, Faiq; Hendrata, Kenneth; Kolowitz, Brian; Awan, Omer; Shrestha, Rasu; Deible, Christopher

2017-06-01

In the era of value-based healthcare, many aspects of medical care are being measured and assessed to improve quality and reduce costs. Radiology adds enormously to health care costs and is under pressure to adopt a more efficient system that incorporates essential metrics to assess its value and impact on outcomes. Most current systems tie radiologists' incentives and evaluations to RVU-based productivity metrics and peer-review-based quality metrics. In a new potential model, a radiologist's performance will have to increasingly depend on a number of parameters that define "value," beginning with peer review metrics that include referrer satisfaction and feedback from radiologists to the referring physician that evaluates the potency and validity of clinical information provided for a given study. These new dimensions of value measurement will directly impact the cascade of further medical management. We share our continued experience with this project that had two components: RESP (Referrer Evaluation System Pilot) and FRACI (Feedback from Radiologist Addressing Confounding Issues), which were introduced to the clinical radiology workflow in order to capture referrer-based and radiologist-based feedback on radiology reporting. We also share our insight into the principles of design thinking as applied in its planning and execution.

Targeting Critical Thinking Skills in a First-Year Undergraduate Research Course †

PubMed Central

Carson, Susan

2015-01-01

TH!NK is a new initiative at NC State University focused on enhancing students’ higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophage discovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students’ critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general “formula” for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT), developed by Tennessee Technological University. I observed a positive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of critical thinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities. PMID:26753022

Targeting Critical Thinking Skills in a First-Year Undergraduate Research Course.

PubMed

Carson, Susan

2015-12-01

TH!NK is a new initiative at NC State University focused on enhancing students' higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophage discovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students' critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general "formula" for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT), developed by Tennessee Technological University. I observed a positive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of critical thinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities.

Critical thinking versus clinical reasoning versus clinical judgment: differential diagnosis.

PubMed

Victor-Chmil, Joyce

2013-01-01

Concepts of critical thinking, clinical reasoning, and clinical judgment are often used interchangeably. However, they are not one and the same, and understanding subtle difference among them is important. Following a review of the literature for definitions and uses of the terms, the author provides a summary focused on similarities and differences in the processes of critical thinking, clinical reasoning, and clinical judgment and notes suggested methods of measuring each.

A Review of: "Organ, John F., Daniel J. Decker, Len H. Carpenter, William F. Siemer, and Shawn J. Riley. Thinking Like a Manager: Reflections on Wildlife Management."

Treesearch

Lee. K. Cerveny

2008-01-01

Thinking Like a Manager is a unique book that offers students and wildlife professionals a fresh format for considering a. complex array of themes associated with the contemporary wildlife management. The title refers to Aldo Leopold's classic essay, Thinking Like a Mountain, which promotes the integration of ecological and sociocultural processes in natural...

Critical thinking of nurse managers related to staff RNs' perceptions of the practice environment.

PubMed

Zori, Susan; Nosek, Laura J; Musil, Carol M

2010-09-01

BACKGROUND INFORMATION AND SIGNIFICANCE: Critical thinking (CT) skills and the inclination to engage in critical thinking are essential for nurse managers to function as transformational leaders capable of influencing staff to align with organizational goals. In an extensive literature review, numerous studies were found examining the concept of CT in students and no studies were found exploring CT in nurse managers. Identifying the attributes, such as CT, that lead to success in the nurse manager role is useful when preparing nurse managers to lead effectively in the current healthcare climate. Is there a difference between nurse managers' CT dispositions and their respective staff nurses' perceptions of the practice environment? A convenience sample of 12 nurse managers and a random sample of 132 of their respective staff registered nurses (RNs) participated in this descriptive study. CT in nurse managers was measured by the California Critical Thinking Disposition Inventory (CCTDI). Staff RNs' perceptions of the practice environment were measured by the Practice Environment Scale (PES). The research question was answered using a t test. Significant (p < .001) differences were found between specific nurse managers' CCTDI scores for open-mindedness, analyticity, and critical thinking confidence, and significant differences (p < .01) were found for systematicity when compared with their respective staff RNs' mean subscale and overall PES scores. Results of the study support the positive relationship between strength in critical thinking dispositions of nurse managers and their respective staff RNs' perceptions of the practice environment. Nurse managers with stronger CT dispositions may be better able to create positive practice environments that are conducive to job satisfaction and thus the retention of staff RNs. Inclusion of strategies to support the development and use of CT in nurse managers is recommended. CT and other leadership attributes and skills including emotional and social intelligence and management of change through an appreciative inquiry process may provide opportunities to improve leadership effectiveness in nurse managers. Enhancing critical thinking skills and dispositions of nurse managers may help to create positive work environments for staff RNs. Staff RNs who work in an environment perceived to be positive may be in a better position to deliver high quality, safe patient care.

Could simulated emergency procedures practised in a static environment improve the clinical performance of a Critical Care Air Support Team (CCAST)? A literature review.

PubMed

Lamb, Di

2007-02-01

The Royal Air Force Critical Care Air Support Teams (CCASTs) have a philosophy to undertake transfers of critically ill patients from anywhere in the world back to a UK medical facility in a stable or improved clinical condition. The training they receive is primarily taught by traditional didactic methods, with no standardisation of education between teams that are expected to deliver care to the same standard. Notwithstanding there being no current compromise to patient care during air transfer, it was important to consider the benefits of an alternative experiential teaching modality. Experiential learning utilised in the static environment could potentially improve the current CCAST training curriculum and, therefore, improve clinical performance during air transfer. In the absence of primary research evidence investigating beneficial teaching modalities for medical flight crews, a review of recent literature was undertaken to observe any potential relevance to the aeromedical specialty. This critical review examined recent quantitative research on various modalities of experiential learning and their influence on the critical thinking, higher cognitive and psychomotor skill acquisition by healthcare professionals in a static hospital environment. The main databases were interrogated using the following inclusion criteria: patient simulation, clinical competence, aeromedical, education, computer simulation, critical thinking and problem-based learning. The number of articles obtained was 13; these were coded on methodological strength to reduce the potential for inclusion bias. Nine studies were finally selected for review. Many small studies have been undertaken, primarily observing benefits of experiential learning to medical students and doctors. No studies show conclusively that simulated learning improves patient outcome, but the body of evidence suggests human patient simulators to be advantageous over other modalities because of their realistic recreation of critical events. They have proven to be at least as effective as traditional teaching by didactic methods. For CCASTs to have a standardised training curriculum, they should undertake real-time missions in a flight simulator, supported by a human patient simulator programmed to respond to the physiological changes associated with altitude. Real scenarios could then be practised, on demand, in a safe environment as an augmentation to the current training programme. Consequently, those acquired skills could then be carried out with improved proficiency during real missions with a concomitant potential for improvement in the standard of patient care.

A review of EEG, ERP, and neuroimaging studies of creativity and insight.

PubMed

Dietrich, Arne; Kanso, Riam

2010-09-01

Creativity is a cornerstone of what makes us human, yet the neural mechanisms underlying creative thinking are poorly understood. A recent surge of interest into the neural underpinnings of creative behavior has produced a banquet of data that is tantalizing but, considered as a whole, deeply self-contradictory. We review the emerging literature and take stock of several long-standing theories and widely held beliefs about creativity. A total of 72 experiments, reported in 63 articles, make up the core of the review. They broadly fall into 3 categories: divergent thinking, artistic creativity, and insight. Electroencephalographic studies of divergent thinking yield highly variegated results. Neuroimaging studies of this paradigm also indicate no reliable changes above and beyond diffuse prefrontal activation. These findings call into question the usefulness of the divergent thinking construct in the search for the neural basis of creativity. A similarly inconclusive picture emerges for studies of artistic performance, except that this paradigm also often yields activation of motor and temporoparietal regions. Neuroelectric and imaging studies of insight are more consistent, reflecting changes in anterior cingulate cortex and prefrontal areas. Taken together, creative thinking does not appear to critically depend on any single mental process or brain region, and it is not especially associated with right brains, defocused attention, low arousal, or alpha synchronization, as sometimes hypothesized. To make creativity tractable in the brain, it must be further subdivided into different types that can be meaningfully associated with specific neurocognitive processes.

Spatial-Temporal Intelligence: Original Thinking Processes of Gifted Inventors.

ERIC Educational Resources Information Center

Cooper, Eileen E.

2000-01-01

This psychological phenomenological research analyzed cognition of 7 adult inventors and proposes a theory of original, creative thinking. Spatial intelligence is reviewed. Results provide 7 findings, including cognitive, motivational, affective, and psychokinesthetic factors. Spatial-temporal intelligence is theorized as an abstract model of…

Lean thinking in health and nursing: an integrative literature review 1

PubMed Central

Magalhães, Aline Lima Pestana; Erdmann, Alacoque Lorenzini; da Silva, Elza Lima; dos Santos, José Luís Guedes

2016-01-01

ABSTRACT Objectives: to demonstrate the scientific knowledge developed on lean thinking in health, highlighting the impact and contributions in health care and nursing. Method: an integrative literature review in the PubMed, CINAHL, Scopus, Web of Science, Emerald, LILACS and SciELO electronic library databases, from 2006 to 2014, with syntax keywords for each data base, in which 47 articles were selected for analysis. Results: the categories were developed from the quality triad proposed by Donabedian: structure, process and outcome. Lean thinking is on the rise in health surveys, particularly internationally, especially in the USA and UK, improving the structure, process and outcome of care and management actions. However, it is an emerging theme in nursing. Conclusion: this study showed that the use of lean thinking in the context of health has a transforming effect on care and organizational aspects, promoting advantages in terms of quality, safety and efficiency of health care and nursing focused on the patient. PMID:27508906

Gratitude as a psychotherapeutic intervention.

PubMed

Emmons, Robert A; Stern, Robin

2013-08-01

Gratitude practice can be a catalyzing and relational healing force, often untapped in clinical practice. In this article, we provide an overview of current thinking about gratitude's defining and beneficial properties, followed by a brief review of the research on mental health outcomes that result from gratitude practice. Following an analysis of our case study of the use of gratitude as a psychotherapeutic intervention, we present various self-strategies and techniques for consciously choosing and cultivating gratitude. We conclude by describing ways in which gratitude might be capitalized upon for beneficial outcomes in therapeutic settings. © 2013 Wiley Periodicals, Inc.

76 FR 52958 - Draft Guidance for Industry on Neglected Tropical Diseases of the Developing World: Developing...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-24

...The Food and Drug Administration (FDA) is announcing the availability of a draft guidance for industry entitled ``Neglected Tropical Diseases of the Developing World: Developing Drugs for Treatment or Prevention.'' The purpose of this guidance is to assist sponsors in the clinical development of drugs for the treatment or prevention of neglected diseases of the developing world. Specifically, this guidance addresses FDA's current thinking regarding the overall drug development program for the treatment or prevention of neglected tropical diseases (NTDs), including clinical trial designs and internal review standards to support approval of drugs.

Investigation of effective strategies for developing creative science thinking

NASA Astrophysics Data System (ADS)

Yang, Kuay-Keng; Lee, Ling; Hong, Zuway-R.; Lin, Huann-shyang

2016-09-01

The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students' creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N = 20) and one comparison group (N = 24) with pretest and post-test was conducted. The framework of the intervention focused on potential strategies such as promoting divergent and convergent thinking and providing an open, inquiry-based learning environment that are recommended by the literature. Results revealed that the experimental group students outperformed their counterparts in the comparison group on the performances of science inquiry and convergent thinking. Additional qualitative data analyses from classroom observations and case teacher interviews identified supportive teaching strategies (e.g. facilitating associative thinking, sharing impressive ideas, encouraging evidence-based conclusions, and reviewing and commenting on group presentations) for developing students' creative science thinking.

The Effectiveness of the Master Thinker Program in Developing Critical Thinking Skills of 11th Grade Students in Bahrain

ERIC Educational Resources Information Center

Alnabhan, Mousa; Alhamdan, Najat; Darwish, Ahmed

2014-01-01

The current study aimed at investigating the effect of the Master Thinker program on developing critical thinking skills of 11th grade students in Bahrain. Specifically, this research attempts to examine the hypothesis: Teaching the Master Thinker program will be significantly effective in developing critical thinking and its skills (inference,…

Exploring Saudi Pre-Service Teachers' Knowledge of Critical Thinking Skills and Their Teaching Perceptions

ERIC Educational Resources Information Center

Gashan, Amani K.

2015-01-01

The current study aimed to investigate Saudi pre-service teachers' knowledge about the general concepts of critical thinking, as well as its skills. In addition, the study explored their perceptions about critical thinking and its teaching in classrooms with an aim to develop learning and teaching process. The study was conducted with twenty-nine…

The Practice and Challenges of Implementing Critical Thinking Skills in Omani Post-Basic EFL Classrooms

ERIC Educational Resources Information Center

Al-Kindi, Naeema Saleh; AL-Mekhlafi, Abdo Mohammed

2017-01-01

The purpose of the current study is to investigate post-basic English teachers' practice of critical thinking skills and the challenges they face while teaching skills in EFL classrooms. Three research questions were investigated to achieve this purpose: 1--To what extent do EFL teachers use classroom behaviors that nurture critical thinking at…

Sabbatical Leave Report: Suggested Guidelines for Selecting or Creating Programs To Enhance Thinking and Reasoning Skills.

ERIC Educational Resources Information Center

Kemler, William

When designing a program to improve the critical thinking skills of students, it is important to identify the specific learning outcomes for which to strive. In addition, the instructor must determine why students are not currently exhibiting the kind of critical thinking skills desired in order to develop the appropriate techniques and methods to…

How should bladder sensation be measured? ICI-RS 2011.

PubMed

De Wachter, S; Smith, Philip P; Smith, P; Tannenbaum, C; Van Koeveringe, G; Drake, M; Wyndaele, J J; Chapple, C

2012-03-01

Disturbed bladder sensations, or in broader terms, sensory dysfunctions are increasingly recognized as key elements in the origin and manifestation of symptom syndromes of urinary dysfunction. Adequate assessment of bladder sensation is crucial to improve our understanding of the pathophysiology and treatment of urinary dysfunction. This manuscript summarizes the discussions of a think tank on "How to measure bladder sensation" held at the ICI-RS meeting in 2011. Based upon literature reviews on bladder sensation presented at the think tank in the ICI-RS meeting, discussions evolved which were summarized in the ICI-RS report. Different physicians/researchers further elaborated on this report, which is presented in this manuscript. Bladder sensations are not merely the result of bladder distension. Other factors inside the bladder or bladder wall: central processing and/or cognitive manipulation may play an important role. Current methods to measure sensations such as urodynamics, voiding diaries, forced diuresis, electrical stimulation and brain imaging are likely sub-optimal as they only consider part of these factors in isolation. Different methods to measure bladder sensations have been described and are used in clinical practice. Current methods only address part of the parameters responsible for the generation and perception of urinary sensations. Further focused research is required, and several recommendations are provided. Copyright © 2012 Wiley Periodicals, Inc.

Cognition and Rationality.

ERIC Educational Resources Information Center

Shaughnessy, Michael F.

This paper reviews the main research in the area of human reasoning and rational thinking to determine if man is either an "innately inefficient thinking machine" or if man's irrationality is "rooted in basic human nature," as Ellis (1976) suggests. The paper focuses on the work of two English theorists, Wason and…

Current perspectives and challenges in understanding the role of nitrite as an integral player in nitric oxide biology and therapy

PubMed Central

Vitturi, Dario A.; Patel, Rakesh P.

2011-01-01

Beyond an inert oxidation product of nitric oxide (NO) metabolism, current thinking posits a key role for nitrite as a mediator of NO-signaling, especially during hypoxia. This concept has been discussed both in the context of nitrite serving a role as an endogenous modulator of NO-homeostasis, but also from a novel clinical perspective whereby nitrite therapy may replete NO-signaling and prevent ischemic tissue injury. Indeed, the relatively rapid translation of studies delineating mechanisms of action to ongoing and planned clinical trials has been critical in fuelling interest in nitrite biology and several excellent reviews have been written on this topic. In this article we limit our discussions to current concepts, and what we feel are questions that remain unanswered within the paradigm of nitrite being a mediator of NO biology. PMID:21683783

Unilateral and Mild Bilateral Hearing Loss in Children: Past and Current Perspectives

PubMed Central

Tharpe, Anne Marie

2008-01-01

Since the early 1980s, audiologists have become increasingly aware of the potential effect of even mild degrees of hearing loss on the psychoeducational and psychosocial outcomes of children. This review describes some of the key research findings during the past several decades that have led us to our current thinking about unilateral and mild bilateral hearing loss in children. The first section addresses unilateral hearing loss. This is followed by a review of the literature on mild bilateral hearing loss. Specifically, the issues addressed include the significance of permanent mild degrees of hearing loss on children's psychoeducational and psychosocial development and the speech, language, and auditory characteristics of children with mild degrees of hearing loss. Finally, some recommendations regarding the direction of future research are offered. This review is followed by 2 articles summarizing the proceedings of a 2005 workshop convened by the Centers for Disease Control and Prevention (CDC), Early Hearing Detection and Intervention (EHDI) program, and the Marion Downs Hearing Center to address concerns about the underidentification of—and professionals' apparent lack of awareness of—permanent unilateral and minimal to mild hearing loss in children.56,57 PMID:18270174

Tools to assess psychological trauma & its correlates in child sexual abuse: A review & current needs in Asia.

PubMed

Satapathy, Sujata; Choudhary, Vandana; Sagar, Rajesh

2017-02-01

Absence of visible physical symptoms and limited capacity to express trauma directly, pose significant challenges in assessment of its exact nature of trauma and its correlates in child sexual abuse. There are numerous assessment tools however, deciding upon the appropriateness is often challenging in Asian socio-cultural and health care set up. A review would provide a ready reference to the practioner regarding the exact clinically utility of the tools and also would guide them in the direction of culture specific modifications. Computerized databases namely Medline, PsycINFO, Health and Psychosocial Instruments, and Social Sciences Citation Index were used. 52 scales were obtained and analysed in terms of scale characteristics, reference to theory and DSM, and cultural competency. Despite of a wide variety of methods, and newer instruments, many of the traditionally used techniques of child's internal thinking and emotional assessment appear outdated while reviewing the recent theories of CSA related psychological trauma. An integrated format, incroporating child-parent-clinicain rating, with multiple domain speciafic items and verbal and non-verbal tasks, is the current need in the Asian region. Copyright © 2016 Elsevier B.V. All rights reserved.

A design thinking framework for healthcare management and innovation.

PubMed

Roberts, Jess P; Fisher, Thomas R; Trowbridge, Matthew J; Bent, Christine

2016-03-01

The business community has learned the value of design thinking as a way to innovate in addressing people's needs--and health systems could benefit enormously from doing the same. This paper lays out how design thinking applies to healthcare challenges and how systems might utilize this proven and accessible problem-solving process. We show how design thinking can foster new approaches to complex and persistent healthcare problems through human-centered research, collective and diverse teamwork and rapid prototyping. We introduce the core elements of design thinking for a healthcare audience and show how it can supplement current healthcare management, innovation and practice. Copyright © 2015 Elsevier Inc. All rights reserved.

[The current state of the brain-computer interface problem].

PubMed

Shurkhay, V A; Aleksandrova, E V; Potapov, A A; Goryainov, S A

2015-01-01

It was only 40 years ago that the first PC appeared. Over this period, rather short in historical terms, we have witnessed the revolutionary changes in lives of individuals and the entire society. Computer technologies are tightly connected with any field, either directly or indirectly. We can currently claim that computers are manifold superior to a human mind in terms of a number of parameters; however, machines lack the key feature: they are incapable of independent thinking (like a human). However, the key to successful development of humankind is collaboration between the brain and the computer rather than competition. Such collaboration when a computer broadens, supplements, or replaces some brain functions is known as the brain-computer interface. Our review focuses on real-life implementation of this collaboration.

Excellent Teachers' Thinking Model: Implications for Effective Teaching

ERIC Educational Resources Information Center

Hamzah, Sahandri G.; Mohamad, Hapidah; Ghorbani, Mohammad R.

2008-01-01

This study aimed to suggest an Excellent Teacher Thinking Model that has the potential to be utilized in the development of excellent teachers. Interaction survey method using survey questions, observation, document review and interview was conducted in this study. One hundred and five excellent teachers were selected randomly as research…

Thinking Relationally about Studying "Up"

ERIC Educational Resources Information Center

Stich, Amy E.; Colyar, Julia E.

2015-01-01

In this paper, the authors argue that despite a resurgence of elite studies, the majority of existing scholarship works to reify and legitimize social inequality through its language and method. In particular, the authors utilize Pierre Bourdieu's concept of relational thinking to review and critique contemporary research on elite education and…

Identifying and Assessing Creativity as a Component of Giftedness

ERIC Educational Resources Information Center

Kaufman, James C.; Plucker, Jonathan A.; Russell, Christina M.

2012-01-01

Most theories of giftedness include creativity as a central component. Creativity assessment has a key role, therefore, in measuring giftedness. This article reviews the state of the creativity assessment, from divergent thinking tests (including the Torrance Tests of Creative Thinking) to the consensual assessment technique to rating scales and…

Assessing Quality of Critical Thought in Online Discussion

ERIC Educational Resources Information Center

Weltzer-Ward, Lisa; Baltes, Beate; Lynn, Laura Knight

2009-01-01

Purpose: The purpose of this paper is to describe a theoretically based coding framework for an integrated analysis and assessment of critical thinking in online discussion. Design/methodology/approach: The critical thinking assessment framework (TAF) is developed through review of theory and previous research, verified by comparing results to…

Examining the Relationship between Creativity and Equitable Thinking in Schools

ERIC Educational Resources Information Center

Luria, Sarah R.; Kaufman, James C.

2017-01-01

This paper reviews the relationship between creativity and equitable thinking and the individual differences in personality, demographic, and experiential factors that influence both concepts as they affect each other. Given the nationwide push to increase equity in public schools, interventions beyond teaching about equity are becoming…

Teaching Tree-Thinking to Undergraduate Biology Students.

PubMed

Meisel, Richard P

2010-07-27

Evolution is the unifying principle of all biology, and understanding how evolutionary relationships are represented is critical for a complete understanding of evolution. Phylogenetic trees are the most conventional tool for displaying evolutionary relationships, and "tree-thinking" has been coined as a term to describe the ability to conceptualize evolutionary relationships. Students often lack tree-thinking skills, and developing those skills should be a priority of biology curricula. Many common student misconceptions have been described, and a successful instructor needs a suite of tools for correcting those misconceptions. I review the literature on teaching tree-thinking to undergraduate students and suggest how this material can be presented within an inquiry-based framework.

Establishing a library of resources to help people understand key concepts in assessing treatment claims-The "Critical thinking and Appraisal Resource Library" (CARL).

PubMed

Castle, John C; Chalmers, Iain; Atkinson, Patricia; Badenoch, Douglas; Oxman, Andrew D; Austvoll-Dahlgren, Astrid; Nordheim, Lena; Krause, L Kendall; Schwartz, Lisa M; Woloshin, Steven; Burls, Amanda; Mosconi, Paola; Hoffmann, Tammy; Cusack, Leila; Albarqouni, Loai; Glasziou, Paul

2017-01-01

People are frequently confronted with untrustworthy claims about the effects of treatments. Uncritical acceptance of these claims can lead to poor, and sometimes dangerous, treatment decisions, and wasted time and money. Resources to help people learn to think critically about treatment claims are scarce, and they are widely scattered. Furthermore, very few learning-resources have been assessed to see if they improve knowledge and behavior. Our objectives were to develop the Critical thinking and Appraisal Resource Library (CARL). This library was to be in the form of a database containing learning resources for those who are responsible for encouraging critical thinking about treatment claims, and was to be made available online. We wished to include resources for groups we identified as 'intermediaries' of knowledge, i.e. teachers of schoolchildren, undergraduates and graduates, for example those teaching evidence-based medicine, or those communicating treatment claims to the public. In selecting resources, we wished to draw particular attention to those resources that had been formally evaluated, for example, by the creators of the resource or independent research groups. CARL was populated with learning-resources identified from a variety of sources-two previously developed but unmaintained inventories; systematic reviews of learning-interventions; online and database searches; and recommendations by members of the project group and its advisors. The learning-resources in CARL were organised by 'Key Concepts' needed to judge the trustworthiness of treatment claims, and were made available online by the James Lind Initiative in Testing Treatments interactive (TTi) English (www.testingtreatments.org/category/learning-resources).TTi English also incorporated the database of Key Concepts and the Claim Evaluation Tools developed through the Informed Healthcare Choices (IHC) project (informedhealthchoices.org). We have created a database of resources called CARL, which currently contains over 500 open-access learning-resources in a variety of formats: text, audio, video, webpages, cartoons, and lesson materials. These are aimed primarily at 'Intermediaries', that is, 'teachers', 'communicators', 'advisors', 'researchers', as well as for independent 'learners'. The resources included in CARL are currently accessible at www.testingtreatments.org/category/learning-resources. We hope that ready access to CARL will help to promote the critical thinking about treatment claims, needed to help improve healthcare choices.

Establishing a library of resources to help people understand key concepts in assessing treatment claims—The “Critical thinking and Appraisal Resource Library” (CARL)

PubMed Central

Chalmers, Iain; Atkinson, Patricia; Badenoch, Douglas; Oxman, Andrew D.; Austvoll-Dahlgren, Astrid; Nordheim, Lena; Krause, L. Kendall; Schwartz, Lisa M.; Woloshin, Steven; Burls, Amanda; Mosconi, Paola; Hoffmann, Tammy; Cusack, Leila; Albarqouni, Loai; Glasziou, Paul

2017-01-01

Background People are frequently confronted with untrustworthy claims about the effects of treatments. Uncritical acceptance of these claims can lead to poor, and sometimes dangerous, treatment decisions, and wasted time and money. Resources to help people learn to think critically about treatment claims are scarce, and they are widely scattered. Furthermore, very few learning-resources have been assessed to see if they improve knowledge and behavior. Objectives Our objectives were to develop the Critical thinking and Appraisal Resource Library (CARL). This library was to be in the form of a database containing learning resources for those who are responsible for encouraging critical thinking about treatment claims, and was to be made available online. We wished to include resources for groups we identified as ‘intermediaries’ of knowledge, i.e. teachers of schoolchildren, undergraduates and graduates, for example those teaching evidence-based medicine, or those communicating treatment claims to the public. In selecting resources, we wished to draw particular attention to those resources that had been formally evaluated, for example, by the creators of the resource or independent research groups. Methods CARL was populated with learning-resources identified from a variety of sources—two previously developed but unmaintained inventories; systematic reviews of learning-interventions; online and database searches; and recommendations by members of the project group and its advisors. The learning-resources in CARL were organised by ‘Key Concepts’ needed to judge the trustworthiness of treatment claims, and were made available online by the James Lind Initiative in Testing Treatments interactive (TTi) English (www.testingtreatments.org/category/learning-resources).TTi English also incorporated the database of Key Concepts and the Claim Evaluation Tools developed through the Informed Healthcare Choices (IHC) project (informedhealthchoices.org). Results We have created a database of resources called CARL, which currently contains over 500 open-access learning-resources in a variety of formats: text, audio, video, webpages, cartoons, and lesson materials. These are aimed primarily at ‘Intermediaries’, that is, ‘teachers’, ‘communicators’, ‘advisors’, ‘researchers’, as well as for independent ‘learners’. The resources included in CARL are currently accessible at www.testingtreatments.org/category/learning-resources Conclusions We hope that ready access to CARL will help to promote the critical thinking about treatment claims, needed to help improve healthcare choices. PMID:28738058

The application of systems thinking in health: why use systems thinking?

PubMed

Peters, David H

2014-08-26

This paper explores the question of what systems thinking adds to the field of global health. Observing that elements of systems thinking are already common in public health research, the article discusses which of the large body of theories, methods, and tools associated with systems thinking are more useful. The paper reviews the origins of systems thinking, describing a range of the theories, methods, and tools. A common thread is the idea that the behavior of systems is governed by common principles that can be discovered and expressed. They each address problems of complexity, which is a frequent challenge in global health. The different methods and tools are suited to different types of inquiry and involve both qualitative and quantitative techniques. The paper concludes by emphasizing that explicit models used in systems thinking provide new opportunities to understand and continuously test and revise our understanding of the nature of things, including how to intervene to improve people's health.

The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review.

PubMed

Jefferies, Diana; McNally, Stephen; Roberts, Katriona; Wallace, Anna; Stunden, Annette; D'Souza, Suzanne; Glew, Paul

2018-01-01

This systematic review was designed to assess the importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. It aimed to explore the link between academic literacy and writing in an undergraduate nursing degree and the development of critical thinking skills for their future professional clinical practice. A systematic review of qualitative studies and expert opinion publications. A systematic literature search was undertaken of the following databases: ERIC, PubMed, CINAHL, MEDLINE and Scopus. All papers reviewed were from 2000 to 2016 and were written in English. We identified 981 studies and expert opinion papers from the selected databases. After reviewing key words and abstracts for the inclusion and exclusion criteria, 48 papers were selected for review. These were read and reread, with 22 papers, including one thesis, selected for quality appraisal. One paper was discarded due to the exclusion criteria. Three major themes were evident from this study. First, students need assistance to develop tertiary level academic literacy skills when they commence their undergraduate nursing degree. Second, that teaching practices need to be consistent in both designing assessments and in giving feedback to students, in order to assist improvement of academic literacy skills. And finally, academic literacy can facilitate critical thinking when students are assessed using discipline specific genres that relate to their future professional nursing practice. This review highlights the importance of critical thinking in clinical nursing practice and its strong relationship with academic writing skills. It has shown critical thinking is discipline specific and nursing students need to be taught discipline specific literacy genres in undergraduate nursing degrees. Nursing has a diverse educational and cultural mix of students, and educators should not assume academic literacy skills upon commencement of an undergraduate nursing programme. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Illusions of causality: how they bias our everyday thinking and how they could be reduced.

PubMed

Matute, Helena; Blanco, Fernando; Yarritu, Ion; Díaz-Lago, Marcos; Vadillo, Miguel A; Barberia, Itxaso

2015-01-01

Illusions of causality occur when people develop the belief that there is a causal connection between two events that are actually unrelated. Such illusions have been proposed to underlie pseudoscience and superstitious thinking, sometimes leading to disastrous consequences in relation to critical life areas, such as health, finances, and wellbeing. Like optical illusions, they can occur for anyone under well-known conditions. Scientific thinking is the best possible safeguard against them, but it does not come intuitively and needs to be taught. Teaching how to think scientifically should benefit from better understanding of the illusion of causality. In this article, we review experiments that our group has conducted on the illusion of causality during the last 20 years. We discuss how research on the illusion of causality can contribute to the teaching of scientific thinking and how scientific thinking can reduce illusion.

Refractive Thinking Profile In Solving Mathematical Problem Reviewed from Students Math Capability

NASA Astrophysics Data System (ADS)

Maslukha, M.; Lukito, A.; Ekawati, R.

2018-01-01

Refraction is a mental activity experienced by a person to make a decision through reflective thinking and critical thinking. Differences in mathematical capability have an influence on the difference of student’s refractive thinking processes in solving math problems. This descriptive research aims to generate a picture of refractive thinking of students in solving mathematical problems in terms of students’ math skill. Subjects in this study consisted of three students, namely students with high, medium, and low math skills based on mathematics capability test. Data collection methods used are test-based methods and interviews. After collected data is analyzed through three stages that are, condensing and displaying data, data display, and drawing and verifying conclusion. Results showed refractive thinking profiles of three subjects is different. This difference occurs at the planning and execution stage of the problem. This difference is influenced by mathematical capability and experience of each subject.

Illusions of causality: how they bias our everyday thinking and how they could be reduced

PubMed Central

Matute, Helena; Blanco, Fernando; Yarritu, Ion; Díaz-Lago, Marcos; Vadillo, Miguel A.; Barberia, Itxaso

2015-01-01

Illusions of causality occur when people develop the belief that there is a causal connection between two events that are actually unrelated. Such illusions have been proposed to underlie pseudoscience and superstitious thinking, sometimes leading to disastrous consequences in relation to critical life areas, such as health, finances, and wellbeing. Like optical illusions, they can occur for anyone under well-known conditions. Scientific thinking is the best possible safeguard against them, but it does not come intuitively and needs to be taught. Teaching how to think scientifically should benefit from better understanding of the illusion of causality. In this article, we review experiments that our group has conducted on the illusion of causality during the last 20 years. We discuss how research on the illusion of causality can contribute to the teaching of scientific thinking and how scientific thinking can reduce illusion. PMID:26191014

Revisiting the Relationship between Individual Differences in Analytic Thinking and Religious Belief: Evidence That Measurement Order Moderates Their Inverse Correlation.

PubMed

Finley, Anna J; Tang, David; Schmeichel, Brandon J

2015-01-01

Prior research has found that persons who favor more analytic modes of thought are less religious. We propose that individual differences in analytic thought are associated with reduced religious beliefs particularly when analytic thought is measured (hence, primed) first. The current study provides a direct replication of prior evidence that individual differences in analytic thinking are negatively related to religious beliefs when analytic thought is measured before religious beliefs. When religious belief is measured before analytic thinking, however, the negative relationship is reduced to non-significance, suggesting that the link between analytic thought and religious belief is more tenuous than previously reported. The current study suggests that whereas inducing analytic processing may reduce religious belief, more analytic thinkers are not necessarily less religious. The potential for measurement order to inflate the inverse correlation between analytic thinking and religious beliefs deserves additional consideration.

Revisiting the Relationship between Individual Differences in Analytic Thinking and Religious Belief: Evidence That Measurement Order Moderates Their Inverse Correlation

PubMed Central

Finley, Anna J.; Tang, David; Schmeichel, Brandon J.

2015-01-01

Prior research has found that persons who favor more analytic modes of thought are less religious. We propose that individual differences in analytic thought are associated with reduced religious beliefs particularly when analytic thought is measured (hence, primed) first. The current study provides a direct replication of prior evidence that individual differences in analytic thinking are negatively related to religious beliefs when analytic thought is measured before religious beliefs. When religious belief is measured before analytic thinking, however, the negative relationship is reduced to non-significance, suggesting that the link between analytic thought and religious belief is more tenuous than previously reported. The current study suggests that whereas inducing analytic processing may reduce religious belief, more analytic thinkers are not necessarily less religious. The potential for measurement order to inflate the inverse correlation between analytic thinking and religious beliefs deserves additional consideration. PMID:26402334

Thinking in clinical nursing practice: a study of critical care nurses' thinking applying the think-aloud, protocol analysis method.

PubMed

Han, Kyung-Ja; Kim, Hesook Suzie; Kim, Mae-Ja; Hong, Kyung-Ja; Park, Sungae; Yun, Soon-Nyoung; Song, Misoon; Jung, Yoenyi; Kim, Haewon; Kim, Dong-Oak Debbie; Choi, Heejung; Kim, Kyungae

2007-06-01

The purpose of the paper is to discover the patterns and processes of decision-making in clinical nursing practice. A set of think-aloud data from five critical care nurses during 40 to 50 minutes of caregiving in intensive care units were obtained and analyzed by applying the procedures recommended by Ericsson and Simon for protocol analysis. Four thinking processes before acting were identified to constitute various sorts of thoughts in which the nurses were engaged during patient care: reviewing, validation, consideration, rationalization, and action. In addition, three patterns of sequential streaming of thinking (short, intermediate, long) were identified to reveal various ways the nurses dealt with clinical situations involving nursing tasks and responsibilities. This study specifies the initial categories of thoughts for each of the processes and various patterns with which these processes are sequentially combined, providing insights into the ways nurses think about problems and address their concerns. The findings suggest that the thinking in clinical practice involves more than focused decision-making and reasoning, and needs to be examined from a broader perspective.

Introduction to four reviews addressing critical topics identified by the 2015 Nurse Practitioner Research Agenda Roundtable: Priorities for policy, workforce, education, and practice.

PubMed

Buchholz, Susan W; Klein, Tracy; Cooke, Cindy; Cook, Michelle L; Knestrick, Joyce; Dickins, Kirsten

2018-05-04

In 2015, an invitational think tank was convened by the Fellows of the American Association of Nurse Practitioners to update the 2010 Nurse Practitioner (NP) Research Agenda Roundtable. This effort was undertaken to provide guidance for future health care research. The purpose of this article is to introduce the process used for conducting four reviews that address critical topics related to specific research priorities emanating from the 2015 NP Research Agenda Roundtable. The four reviews are published in this issue of Journal of the American Association of Nurse Practitioners (JAANP) to address the state of current research relevant to NP policy, workforce, education, and practice. This introductory article provides an overview of the systematic process used to evaluate the four topical area. The type of review selected, the search strategy, critical appraisal, data extraction, and data synthesis will be further described in the four review articles. Four reviews that examine literature regarding specific aims important to NPs will address strengths as well as gaps in the literature. The knowledge offered by the four reviews has the potential to inform future research, which will benefit NPs and other health care stakeholders.

Systems thinking and incivility in nursing practice: An integrative review.

PubMed

Phillips, Janet M; Stalter, Ann M; Winegardner, Sherri; Wiggs, Carol; Jauch, Amy

2018-01-23

There is a critical need for nurses and interprofessional healthcare providers to implement systems thinking (ST) across international borders, addressing incivility and its perilous effects on patient quality and safety. An estimated one million patients die in hospitals worldwide due to avoidable patient-related errors. Establishing safe and civil workplaces using ST is paramount to promoting clear, level-headed thinking from which patient-centered nursing actions can impact health systems. The purpose of the paper is to answer the research question, What ST evidence fosters the effect of workplace civility in practice settings? Whittemore and Knafl's integrative review method guided this study. The quality of articles was determined using Chu et al.'s Mixed Methods Assessment Tool. Thirty-eight studies were reviewed. Themes emerged describing antecedents and consequences of incivility as embedded within complex systems, suggesting improvements for civility and systems/ST in nursing practice. This integrative review provides information about worldwide incivility in nursing practice from a systems perspective. Several models are offered as a means of promoting civility in nursing practice to improve patient quality and safety. Further study is needed regarding incivility and resultant effects on patient quality and safety. © 2018 Wiley Periodicals, Inc.

Analysis of critical thinking ability in direct current electrical problems solving

NASA Astrophysics Data System (ADS)

Hartono; Sunarno, Widha; Sarwanto; Arya Nugraha, Dewanta

2017-11-01

This study concern on analyzing the ability of students in critical thinking skills on the subject matter of direct current electricity. Samples were taken using purposive random sampling consisted of 32 students of grade XI, Multimedia 1, SMK Negeri 3 Surakarta in academic year 2016/2017. This study used descriptive quantitative method. The data were collected using tests and interviews regarding the subject matter of direct current electricity. Based on the results, students are getting some difficulties in solving problem in indicator 4. The average of students’ correct answer is 62.8%.

Reflections on Measuring Thinking, while Listening to Mozart's "Jupiter" Symphony.

ERIC Educational Resources Information Center

Wasserman, Selma

1989-01-01

Reflects on educators' current preoccupation with assessment of higher order thinking skills. Easy-to-mark, forced-choice, pencil-and-paper tests with single numerical scores may trivialize the wonderful complexity of human capabilities. Includes 17 references. (MLH)

Critical thinking in health professions education: summary and consensus statements of the Millennium Conference 2011.

PubMed

Huang, Grace C; Newman, Lori R; Schwartzstein, Richard M

2014-01-01

Critical thinking is central to the function of health care professionals. However, this topic is not explicitly taught or assessed within current programs, yet the need is greater than ever, in an era of information explosion, spiraling health care costs, and increased understanding about metacognition. To address the importance of teaching critical thinking in health professions education, the Shapiro Institute for Education and Research and the Josiah Macy Jr. Foundation jointly sponsored the Millennium Conference 2011 on Critical Thinking. Teams of physician and nurse educators were selected through an application process. Attendees proposed strategies for integrating principles of critical thinking more explicitly into health professions curricula. Working in interprofessional, multi-institutional groups, participants tackled questions about teaching, assessment, and faculty development. Deliberations were summarized into consensus statements. Educational leaders participated in a structured dialogue about the enhancement of critical thinking in health professions education and recommend strategies to teach critical thinking.

Exploring parenting as a predictor of criminogenic thinking in college students.

PubMed

Gonzalez, Rose; Mandracchia, Jon T; Nicholson, Bonnie; Dahlen, Eric

2014-09-01

Crime-promoting cognitions and attitudes, globally labeled as criminogenic thinking, are shown to perpetuate maladaptive and antisocial behavior in criminals and nonoffenders. In the nonoffender population, these thinking patterns may not lead to illegal behavior, but can result in irresponsible or maladaptive behavioral consequences. Theories suggest that early childhood parent-child interactions may be partly responsible for the development of criminogenic thinking. While the relationship between parenting and antisocial behavior is well documented, the connection between parenting and the development of criminogenic thinking styles has not yet been explored. The current study examined the nature of the relationship between exposure to parenting behaviors and subsequent criminogenic thoughts in a nonoffender, college population. The sample included 119 undergraduates. Results indicate that parenting may affect general criminogenic thinking as well as specific types of criminogenic thinking styles. Relevance and importance of the findings with regard to clinical work and parenting are also discussed. © The Author(s) 2013.

Book Review: A Thin Cosmic Rain by Michael W. Friedlander

NASA Technical Reports Server (NTRS)

Jones, Frank C.; White, Nicholas (Technical Monitor)

2001-01-01

In reviewing this book I am going to say some harsh things about it. From this one might think that I did not like the book. In fact, one would be wrong to think so. For this reason I wish to state up front that I did like the book. It was an ambitious undertaking and I think that the author has, for the most part, pulled it off. This extremely broad and rich book will allow those non-specialists with a sufficiently long attention span to obtain a good understanding of what cosmic rays are and what cosmic ray research is all about. I have pointed out things that bothered me because I believe that the book is good enough for a second edition and I hope that these matters can be addressed at that time.

Integrating Systems Thinking Into Nursing Education.

PubMed

Phillips, Janet M; Stalter, Ann M

2016-09-01

A critical need exists for nursing leadership in current complex health care settings. Systems thinking can be incorporated into nursing education at all levels by using evidence-based principles in education. Teaching tips are provided using a systems awareness model to guide nurse educators in the assessment and integration of systems thinking and engaging learners in interprofessional education and practice. J Contin Educ Nurs. 2016;47(9):395-397. Copyright 2016, SLACK Incorporated.

A descriptive inquiry of the definitions of critical thinking and enhancers and barriers reported by nurses working in long-term care facilities.

PubMed

Raterink, Ginger

2008-09-01

Critical thinking has been an outcome of nursing education since the 1980s. There remains a lack of agreement on definitions, methods of teaching, and methods of evaluation among practicing nurses. This study asked practicing nurses to define critical thinking. It also asked nurses to describe what work-related factors enhanced or posed barriers to the use of critical thinking in practice. Elements of the definitions presented were found to be consistent with current nursing definitions of critical thinking. Enhancers and barriers overlapped and were found to be consistent among the nurses at all facilities studied, with implications for continuing education and staff development.

Bark Beetle-Fungal Symbiosis: Context Dependency in Complex Associations

Treesearch

Kier D. Klepzig; D.L. Six

2004-01-01

Recent thinking in symbiosis research has emphasized a holistic consideration of these complex interactions. Bark beetles and their associated microbes are one group which has previously not been addressed in this manner. We review the study of symbiotic interactions among bark beetles and microbes in light of this thinking. We describe the considerable progress...

Heuristics as a Basis for Assessing Creative Potential: Measures, Methods, and Contingencies

ERIC Educational Resources Information Center

Vessey, William B.; Mumford, Michael D.

2012-01-01

Studies of creative thinking skills have generally measured a single aspect of creativity, divergent thinking. A number of other processes involved in creative thought have been identified. Effective execution of these processes is held to depend on the strategies applied in process execution, or heuristics. In this article, we review prior…

How Cities Think: Knowledge Co-Production for Urban Sustainability and Resilience

Treesearch

Tischa Muñoz-Erickson; Clark Miller; Thaddeus Miller

2017-01-01

Understanding and transforming how cities think is a crucial part of developing effective knowledge infrastructures for the Anthropocene. In this article, we review knowledge co-production as a popular approach in environmental and sustainability science communities to the generationof useable knowledge for sustainability and resilience. We present knowledge systems...

Creative Thinking for Senior Leaders: An Essay on Creative Thinking for Military Professionals

DTIC Science & Technology

2012-05-01

are now at the position where those skills, while necessary, may be insufficient. Executive coach, Marshall Goldsmith offered that ―what got you...Military Review, (November-December 2009), 78. 4 Ibid., 81-83, 5 Marshall Goldsmith and Mark Reiter, What Got You Here Won’t Get You There: How

On the Concrete Nature of Human Thinking: Content and Context in Analogical Transfer.

ERIC Educational Resources Information Center

Reeves, Lauretta M.; Weisberg, Robert W.

1993-01-01

Asserts that the development of abstract knowledge and critical thinking skills has been extolled as a primary goal of education. Reviews research in problem solving and other educational endeavors. Maintains that learning abstract solution principles is enhanced when instruction is accompanied by examples illustrating those principles. (ACM)

Additional Responses to Hugh Heclo's "On Thinking Institutionally"

ERIC Educational Resources Information Center

Lincoln, Timothy D.; Fennell, Robert C.

2011-01-01

Issue 13:3 of this journal (July 2010) included a "Conversation" on Hugh Heclo's recent publication "On Thinking Institutionally" (Paradigm Publishers, 2008) with a book review by Robert Fennell and responses by Richard Ascough, Tat-siong Benny Liew, Michael McLain, and Lynne Westfield. Here we publish two additional responses to this same book.…

The Development of Scientific Thinking Skills in Elementary and Middle School

ERIC Educational Resources Information Center

Zimmerman, Corinne

2007-01-01

The goal of this article is to provide an integrative review of research that has been conducted on the development of children's scientific reasoning. Broadly defined, scientific thinking includes the skills involved in inquiry, experimentation, evidence evaluation, and inference that are done in the service of "conceptual change" or scientific…

Using Minds to Command the Logic of Things: A Response to Case and Wright.

ERIC Educational Resources Information Center

Paul, Richard

1997-01-01

Reviews some of the basic tenets of critical thinking as it applies to social studies, especially those articulated in Roland Case's and Ian Wright's article, "Taking Seriously the Teaching of Critical Thinking." Praises the article but suggests that it would be improved by tightening the central focus. (MJP)

Think Tank Critics Plant a Stake in Policy World

ERIC Educational Resources Information Center

Sparks, Sarah D.

2010-01-01

After five years of providing critical reviews of education-related reports by nonacademic think tanks, education professors Alex Molnar and Kevin G. Welner hope to expand their own reach with a new, broader research center. The new National Education Policy Center, based at Welner's academic home, the University of Colorado at Boulder, will…

Classroom Activities in Thinking Skills.

ERIC Educational Resources Information Center

Kruse, Janice, Comp.

Intended as a resource for teachers of grades four and up who are eager to improve their students' thinking skills while teaching their regular curriculum, this booklet contains activities that can be used to teach a new concept or to review a previously taught skill. Following an introduction, the topics of the chapters of the resource guide and…

Reflective Thinking among Preservice Teachers: A Malaysian Perspective

ERIC Educational Resources Information Center

Choy, S. Chee; Yim, Joanne Sau-Ching; Tan, Poh Leong

2017-01-01

"The notion of reflection nowadays is considered crucial in the field of teaching and teacher education" (Clara, 2015) and relevant literature reviewed in this study has indicated support for this. We propose and test a model of reflective thinking among teachers using a sample of 1,070 preservice teachers in Malaysia. Data were…

Thinking with and beyond Bourdieu in Widening Higher Education Participation

ERIC Educational Resources Information Center

Webb, Sue; Burke, Penny Jane; Nichols, Susan; Roberts, Steven; Stahl, Garth; Threadgold, Steven; Wilkinson, Jane

2017-01-01

This article argues that to better investigate the enduring relationship between social class background and inequalities in post-compulsory education necessitates a more comprehensive approach to thinking with Bourdieu, but also a need to move beyond his seminal, much used concepts. Through meta-analysis, we review how Bourdieusian theory has…

Dyadic Interaction in Creative Thinking and Problem Solving.

ERIC Educational Resources Information Center

Torrance, E. Paul

The author reviews the research conducted on dyadic interaction and its role in the development of creative thinking and problem solving. Earlier research has shown that children at a certain stage prefer to work alone rather than with other children. However, empirical data have shown on the whole that dyadic interactions result in better…

Distinguishing Science from Pseudoscience in School Psychology: Science and Scientific Thinking as Safeguards against Human Error

ERIC Educational Resources Information Center

Lilienfeld, Scott O.; Ammirati, Rachel; David, Michal

2012-01-01

Like many domains of professional psychology, school psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school psychology and provide a user-friendly primer on science and scientific thinking for…

A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills.

PubMed

Johanns, Beth; Dinkens, Amber; Moore, Jill

2017-11-01

The advantages of using traditional closed-book examinations are closely compared to the advantages of using open-book examinations for the development of critical thinking skills in nursing students. The use of critical thinking skills is vital among nurses to assess patient needs and modify standard approaches to individualize care for better patient outcomes. The following areas are compared and contrasted for both closed-book and open-book examinations: examination preparation, rote memorization versus active learning, intellectual engagement, simulation of working environment, higher order thinking skills, anxiety reduction and student satisfaction. During investigation of closed-book examinations and open-book examinations, the use of collaborative testing was unveiled. Collaborative testing combines areas from both closed-book and open-book examinations. Based on the systematic review of literature, the recommendation is to use a mixed method of examination types throughout the course of the nursing program. Each type of examination helps develop different skill sets in the nursing student. Copyright © 2017 Elsevier Ltd. All rights reserved.

Episodic future thinking and episodic counterfactual thinking: intersections between memory and decisions.

PubMed

Schacter, Daniel L; Benoit, Roland G; De Brigard, Felipe; Szpunar, Karl K

2015-01-01

This article considers two recent lines of research concerned with the construction of imagined or simulated events that can provide insight into the relationship between memory and decision making. One line of research concerns episodic future thinking, which involves simulating episodes that might occur in one's personal future, and the other concerns episodic counterfactual thinking, which involves simulating episodes that could have happened in one's personal past. We first review neuroimaging studies that have examined the neural underpinnings of episodic future thinking and episodic counterfactual thinking. We argue that these studies have revealed that the two forms of episodic simulation engage a common core network including medial parietal, prefrontal, and temporal regions that also supports episodic memory. We also note that neuroimaging studies have documented neural differences between episodic future thinking and episodic counterfactual thinking, including differences in hippocampal responses. We next consider behavioral studies that have delineated both similarities and differences between the two kinds of episodic simulation. The evidence indicates that episodic future and counterfactual thinking are characterized by similarly reduced levels of specific detail compared with episodic memory, but that the effects of repeatedly imagining a possible experience have sharply contrasting effects on the perceived plausibility of those events during episodic future thinking versus episodic counterfactual thinking. Finally, we conclude by discussing the functional consequences of future and counterfactual simulations for decisions. Copyright © 2013 Elsevier Inc. All rights reserved.

Episodic future thinking and episodic counterfactual thinking: Intersections between memory and decisions

PubMed Central

Schacter, Daniel L.; Benoit, Roland G.; De Brigard, Felipe; Szpunar, Karl K.

2014-01-01

This article considers two recent lines of research concerned with the construction of imagined or simulated events that can provide insight into the relationship between memory and decision making. One line of research concerns episodic future thinking, which involves simulating episodes that might occur in one’s personal future, and the other concerns episodic counterfactual thinking, which involves simulating episodes that could have happened in one’s personal past. We first review neuroimaging studies that have examined the neural underpinnings of episodic future thinking and episodic counterfactual thinking. We argue that these studies have revealed that the two forms of episodic simulation engage a common core network including medial parietal, prefrontal, and temporal regions that also supports episodic memory. We also note that neuroimaging studies have documented neural differences between episodic future thinking and episodic counterfactual thinking, including differences in hippocampal responses. We next consider behavioral studies that have delineated both similarities and differences between the two kinds of episodic simulation. The evidence indicates that episodic future and counterfactual thinking are characterized by similarly reduced levels of specific detail compared with episodic memory, but that the effects of repeatedly imagining a possible experience have sharply contrasting effects on the perceived plausibility of those events during episodic future thinking versus episodic counterfactual thinking. Finally, we conclude by discussing the functional consequences of future and counterfactual simulations for decisions. PMID:24373942

Profile of Students’ Critical Thinking Skill Measured by Science Virtual Test on Living Things and Environmental Sustainability Theme

NASA Astrophysics Data System (ADS)

Maulida, N. I.; Firman, H.; Rusyati, L.

2017-02-01

The aims of this study are: (1) to investigate the level of students’ critical thinking skill on living things and environmental sustainability theme for each Inch’ critical thinking elements and overall, (2) to investigate the level of students’ critical thinking skill on living things characteristic, biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics. The research was conducted due to the important of critical thinking measurement to get the current skill description as the basic consideration for further critical thinking skill improvement in lower secondary science. The research method used was descriptive. 331 seventh grade students taken from five lower secondary schools in Cirebon were tested to get the critical thinking skill data by using Science Virtual Test as the instrument. Generally, the mean scores on eight Inch’ critical thinking elements and overall score from descriptive statistic reveals a moderate attainments level. Students’ critical thinking skill on biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics are in moderate level. While students’ critical thinking skill on living things characteristic is identified as high level. Students’ experience in thinking critically during science learning process and the characteristic of the topic are emerged as the reason behind the students’ critical thinking skill level on certain science topic.

Creativity-the unconscious foundations of the incubation period.

PubMed

Ritter, Simone M; Dijksterhuis, Ap

2014-01-01

Creativity is one of the most important assets we have to navigate through the fast changing world of the 21st century. Anecdotal accounts of creative individuals suggest that oftentimes, creative discoveries result from a process whereby initial conscious thought is followed by a period during which one refrains from task-related conscious thought. For example, one may spend an embarrassing amount of time thinking about a problem when the solution suddenly pops into consciousness while taking a shower. Not only creative individuals but also traditional theories of creativity have put a lot of emphasis on this incubation stage in creative thinking. The aim of the present article is twofold. First, an overview of the domain of incubation and creativity is provided by reviewing and discussing studies on incubation, mind-wandering, and sleep. Second, the causes of incubation effects are discussed. Previously, little attention has been paid to the causes of incubation effects and most findings do not really speak to whether the effects should be explained by unconscious processes or merely by consequences of a period of distraction. In the latter case, there is no need to assume active unconscious processes. The findings discussed in the current article support the idea that it is not merely the absence of conscious thought that drives incubation effects, but that during an incubation period unconscious processes contribute to creative thinking. Finally, practical implications and directions for future research will be discussed.

Teaching for Thinking.

ERIC Educational Resources Information Center

Keefe, James W., Ed.; Walberg, Herbert J., Ed.

This volume represents a variety of current efforts to incorporate thought-provoking methods into teaching. There are three sections. "Curriculum Developments" defines key curricular terms and offers a framework and general examples of teaching tactics. In this section, Barbara Presseisen distinguishes thinking from other cognitive…

Resilience offers escape from trapped thinking on poverty alleviation

PubMed Central

Lade, Steven J.; Haider, L. Jamila; Engström, Gustav; Schlüter, Maja

2017-01-01

The poverty trap concept strongly influences current research and policy on poverty alleviation. Financial or technological inputs intended to “push” the rural poor out of a poverty trap have had many successes but have also failed unexpectedly with serious ecological and social consequences that can reinforce poverty. Resilience thinking can help to (i) understand how these failures emerge from the complex relationships between humans and the ecosystems on which they depend and (ii) navigate diverse poverty alleviation strategies, such as transformative change, that may instead be required. First, we review commonly observed or assumed social-ecological relationships in rural development contexts, focusing on economic, biophysical, and cultural aspects of poverty. Second, we develop a classification of poverty alleviation strategies using insights from resilience research on social-ecological change. Last, we use these advances to develop stylized, multidimensional poverty trap models. The models show that (i) interventions that ignore nature and culture can reinforce poverty (particularly in agrobiodiverse landscapes), (ii) transformative change can instead open new pathways for poverty alleviation, and (iii) asset inputs may be effective in other contexts (for example, where resource degradation and poverty are tightly interlinked). Our model-based approach and insights offer a systematic way to review the consequences of the causal mechanisms that characterize poverty traps in different agricultural contexts and identify appropriate strategies for rural development challenges. PMID:28508077

Resilience offers escape from trapped thinking on poverty alleviation.

PubMed

Lade, Steven J; Haider, L Jamila; Engström, Gustav; Schlüter, Maja

2017-05-01

The poverty trap concept strongly influences current research and policy on poverty alleviation. Financial or technological inputs intended to "push" the rural poor out of a poverty trap have had many successes but have also failed unexpectedly with serious ecological and social consequences that can reinforce poverty. Resilience thinking can help to (i) understand how these failures emerge from the complex relationships between humans and the ecosystems on which they depend and (ii) navigate diverse poverty alleviation strategies, such as transformative change, that may instead be required. First, we review commonly observed or assumed social-ecological relationships in rural development contexts, focusing on economic, biophysical, and cultural aspects of poverty. Second, we develop a classification of poverty alleviation strategies using insights from resilience research on social-ecological change. Last, we use these advances to develop stylized, multidimensional poverty trap models. The models show that (i) interventions that ignore nature and culture can reinforce poverty (particularly in agrobiodiverse landscapes), (ii) transformative change can instead open new pathways for poverty alleviation, and (iii) asset inputs may be effective in other contexts (for example, where resource degradation and poverty are tightly interlinked). Our model-based approach and insights offer a systematic way to review the consequences of the causal mechanisms that characterize poverty traps in different agricultural contexts and identify appropriate strategies for rural development challenges.

Uncertainty and the difficulty of thinking through disjunctions.

PubMed

Shafir, E

1994-01-01

This paper considers the relationship between decision under uncertainty and thinking through disjunctions. Decision situations that lead to violations of Savage's sure-thing principle are examined, and a variety of simple reasoning problems that often generate confusion and error are reviewed. The common difficulty is attributed to people's reluctance to think through disjunctions. Instead of hypothetically traveling through the branches of a decision tree, it is suggested, people suspend judgement and remain at the node. This interpretation is applied to instances of decision making, information search, deductive and inductive reasoning, probabilistic judgement, games, puzzles and paradoxes. Some implications of the reluctance to think through disjunctions, as well as potential corrective procedures, are discussed.

Critical thinking skills in midwifery practice: Development of a self-assessment tool for students.

PubMed

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2017-07-01

Develop and test a tool designed for use by pre-registration midwifery students to self-appraise their critical thinking in practice. A descriptive cohort design was used. All students (n=164) enrolled in a three-year Bachelor of Midwifery program in Queensland, Australia. The staged model for tool development involved item generation, mapping draft items to critical thinking concepts and expert review to test content validity, pilot testing of the tool to a convenience sample of students, and psychometric testing. Students (n=126, 76.8% response rate) provided demographic details, completed the new tool, and five questions from the Motivated Strategies for Learning Questionnaire (MSLQ) via an online platform or paper version. A high content validity index score of 0.97 was achieved through expert review. Construct validity via factor analysis revealed four factors: seeks information, reflects on practice, facilitates shared decision making, and evaluates practice. The mean total score for the tool was 124.98 (SD=12.58). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of 0.92. Concurrent validity with the MSLQ subscale was 0.35 (p<0.001). This study established the reliability and validity of the CACTiM - student version for use by pre-registration midwifery students to self-assess critical thinking in practice. Critical thinking skills are vital for safe and effective midwifery practice. Students' assessment of their critical thinking development throughout their pre-registration programme makes these skills explicit, and could guide teaching innovation to address identified deficits. The availability of a reliable and valid tool assists research into the development of critical thinking in education and practice. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Rethinking the thinking cap

PubMed Central

Messing, Samuel; Chatterjee, Anjan

2011-01-01

Although a growing body of evidence suggests that noninvasive brain stimulation techniques such as transcranial magnetic stimulation and transcranial direct current stimulation have the capacity to enhance neural function in both brain-injured and neurally intact individuals, the implications of their potential use for cosmetic self-enhancement have not been fully explored. We review 3 areas in which noninvasive brain stimulation has the potential to enhance neurologic function: cognitive skills, mood, and social cognition. We then characterize the ethical problems that affect the practice of cosmetic neurology, including safety, character, justice, and autonomy, and discuss how these problems may apply to the use of noninvasive brain stimulation for self-enhancement. PMID:21220723

New media landscapes and the science information consumer.

PubMed

Brossard, Dominique

2013-08-20

Individuals are increasingly turning to online environments to find information about science and to follow scientific developments. It is therefore crucial for scientists and scientific institutions to consider empirical findings from research in online science communication when thinking about science in the public sphere. After providing a snapshot of the current media landscape, this paper reviews recent major research findings related to science communication in the online environment and their implications for science in the 21st century. Particular emphasis is given to the bias introduced by search engines, the nature of scientific content encountered online, and the potential impact of the Internet on audiences' knowledge and attitudes toward science.

Medication Adherence: A Call for Action

PubMed Central

Bosworth, Hayden B.; Granger, Bradi B.; Mendys, Phil; Brindis, Ralph; Burkholder, Rebecca; Czajkowski, Susan M.; Daniel, Jodi G.; Ekman, Inger; Ho, Michael; Johnson, Mimi; Kimmel, Stephen E.; Liu, Larry Z; Musaus, John; Shrank, William H.; Buono, Elizabeth Whalley; Weiss, Karen; Granger, Christopher B.

2013-01-01

Poor adherence to efficacious cardiovascular related medications has led to considerable morbidity, mortality, and avoidable health care costs. This paper provides results of a recent think tank meeting in which various stakeholder groups representing key experts from consumers, community health providers, the academic community, decision-making government officials (FDA, NIH, etc), and industry scientists met to evaluate the current status of medication adherence and provide recommendations for improving outcomes. Below, we review the magnitude of the problem of medication adherence, prevalence, impact, and cost. We then summarize proven effective approaches and conclude with a discussion of recommendations to address this growing and significant public health issue of medication non adherence. PMID:21884856

How do clinicians and suicide attempters understand suicide attempt impulsivity? A qualitative study.

PubMed

Rimkeviciene, Jurgita; O'Gorman, John; De Leo, Diego

2016-01-01

Inconsistencies in the definition of impulsive suicide attempts hamper research integration. To expand the currently limited data on how this construct is used in clinical practice, researchers interviewed eight suicide attempters to create timelines of their suicide process, then had seven experienced clinicians review these timelines. Thematic analysis of the patient and clinician data revealed three themes: "thinking out," build-up, and unclear intentionality. The results imply that assessing build-up of agitation and exhaustion symptoms can contribute to understanding acuteness of suicide risk. In addition, uncertainty about one's intentions during the attempt should not be equated to low intent to die.

Designing biomedical proteomics experiments: state-of-the-art and future perspectives.

PubMed

Maes, Evelyne; Kelchtermans, Pieter; Bittremieux, Wout; De Grave, Kurt; Degroeve, Sven; Hooyberghs, Jef; Mertens, Inge; Baggerman, Geert; Ramon, Jan; Laukens, Kris; Martens, Lennart; Valkenborg, Dirk

2016-05-01

With the current expanded technical capabilities to perform mass spectrometry-based biomedical proteomics experiments, an improved focus on the design of experiments is crucial. As it is clear that ignoring the importance of a good design leads to an unprecedented rate of false discoveries which would poison our results, more and more tools are developed to help researchers designing proteomic experiments. In this review, we apply statistical thinking to go through the entire proteomics workflow for biomarker discovery and validation and relate the considerations that should be made at the level of hypothesis building, technology selection, experimental design and the optimization of the experimental parameters.

A psychiatric dialogue on the mind-body problem.

PubMed

Kendler, K S

2001-07-01

Of all the human professions, psychiatry is most centrally concerned with the relationship of mind and brain. In many clinical interactions, psychiatrists need to consider both subjective mental experiences and objective aspects of brain function. This article attempts to summarize, in the form of a dialogue between a philosophically informed attending psychiatrist and three residents, the major philosophical positions on the mind-body problem. The positions reviewed include the following: substance dualism, property dualism, type identity, token identity, functionalism, eliminative materialism, and explanatory dualism. This essay seeks to provide a brief user-friendly introduction, from a psychiatric perspective, to current thinking about the mind-body problem.

Drought mitigation in Australia: reducing the losses but not removing the hazard

DOE Office of Scientific and Technical Information (OSTI.GOV)

Heathcote, R.L.

This paper presents a brief history of drought in Australia, pointing up some parallels and contrasts with the North American experience. It then outlines the various strategies (technological and nontechnological) that have been adopted to try to mitigate drought. It reviews the current thinking on the effect of increasing atmospheric carbon dioxide on the Australian climate and their relevance to agricultural and pastoral activities through possible modification of the incidence and intensity of drought. Finally, it evaluates the history of technological adjustments to drought stresses and tries to forecast the success or failure of such adjustments to foreseeable climate change.

Students’ thinking level based on intrapersonal intelligence

NASA Astrophysics Data System (ADS)

Sholikhati, Rahadian; Mardiyana; Retno Sari Saputro, Dewi

2017-12-01

This research aims to determine the students’ thinking level based on bloom taxonomy guidance and reviewed from students' Intrapersonal Intelligence. Taxonomy bloom is a taxonomy that classifies the students' thinking level into six, ie the remembering, understanding, applying, analyzing, creating, and evaluating levels. Students' Intrapersonal Intelligence is the intelligence associated with awareness and knowledge of oneself. The type of this research is descriptive research with qualitative approach. The research subject were taken by one student in each Intrapersonal Intelligence category (high, moderate, and low) which then given the problem solving test and the result was triangulated by interview. From this research, it is found that high Intrapersonal Intelligence students can achieve analyzing thinking level, subject with moderate Intrapersonal Intelligence being able to reach the level of applying thinking, and subject with low Intrapersonal Intelligence able to reach understanding level.

Using Learning Trajectories to Enhance Formative Assessment

ERIC Educational Resources Information Center

Ebby, Caroline B.; Petit, Marjorie

2017-01-01

A learning trajectory describes the progression of student thinking and strategies over time in terms of sophistication of both conceptual understanding and procedural fluency. Currently, learning trajectories exist in the research literature for many mathematical domains, including counting, addition and subtraction, multiplicative thinking,…

Report of the Defense Review Committee for the Code of Conduct. Volume 2. Supplement,

DTIC Science & Technology

1976-01-01

think of all the innocent people killed, schools and churches destroyed, medical aid stations ruined ...." "During the (preflight) briefings, I was...other people could live by the Code of Conduct, then I could too, but I don’t think you could ever find anybody who was ever released that lived...Code of Conduct; it was trying just to survive." " I think there is a need for some sort of document to assist people , particularly people who could

Scaffolding as an effort for thinking process optimization on heredity

NASA Astrophysics Data System (ADS)

Azizah, N. R.; Masykuri, M.; Prayitno, B. A.

2018-04-01

Thinking is an activity and process of manipulating and transforming data or information into memory. Thinking process is different between one and other person. Thinking process can be developed by interaction between student and their environment, such as scaffolding. Given scaffolding is based on each student necessity. There are 2 level on scaffolding such as explaining, reviewing, and restructuring; and developing conceptual thinking. This research is aimed to describe student’s thinking process on heredity especially on inheritance that is before and after scaffolding. This research used descriptive qualitative method. There were three kinds of subject degree such as the students with high, middle, and low achieving students. The result showed that subjects had some difficulty in dihybrid inheritance question in different place. Most difficulty was on determining the number of different characteristic, parental genotype, gamete, and ratio of genotype and phenotype F2. Based on discussed during scaffolding showed that the subjects have some misunderstanding terms and difficulty to determine parental, gamete, genotype, and phenotype. Final result in this research showed that the subjects develop thinking process higher after scaffolding. Therefore the subjects can solve question properly.

A Concept Analysis of Systems Thinking.

PubMed

Stalter, Ann M; Phillips, Janet M; Ruggiero, Jeanne S; Scardaville, Debra L; Merriam, Deborah; Dolansky, Mary A; Goldschmidt, Karen A; Wiggs, Carol M; Winegardner, Sherri

2017-10-01

This concept analysis, written by the National Quality and Safety Education for Nurses (QSEN) RN-BSN Task Force, defines systems thinking in relation to healthcare delivery. A review of the literature was conducted using five databases with the keywords "systems thinking" as well as "nursing education," "nursing curriculum," "online," "capstone," "practicum," "RN-BSN/RN to BSN," "healthcare organizations," "hospitals," and "clinical agencies." Only articles that focused on systems thinking in health care were used. The authors identified defining attributes, antecedents, consequences, and empirical referents of systems thinking. Systems thinking was defined as a process applied to individuals, teams, and organizations to impact cause and effect where solutions to complex problems are accomplished through collaborative effort according to personal ability with respect to improving components and the greater whole. Four primary attributes characterized systems thinking: dynamic system, holistic perspective, pattern identification, and transformation. Using the platform provided in this concept analysis, interprofessional practice has the ability to embrace planned efforts to improve critically needed quality and safety initiatives across patients' lifespans and all healthcare settings. © 2016 Wiley Periodicals, Inc.

A Neuroanatomical Model of Prefrontal Inhibitory Modulation of Memory Retrieval

PubMed Central

Depue, Brendan E.

2012-01-01

Memory of past experience is essential for guiding goal-related behavior. Being able to control accessibility of memory through modulation of retrieval enables humans to flexibly adapt to their environment. Understanding the specific neural pathways of how this control is achieved has largely eluded cognitive neuroscience. Accordingly, in the current paper I review literature that examines the overt control over retrieval in order to reduce accessibility. I first introduce three hypotheses of inhibition of retrieval. These hypotheses involve: i) attending to other stimuli as a form of diversionary attention, ii) inhibiting the specific individual neural representation of the memory, and iii) inhibiting the hippocampus and retrieval process more generally to prevent reactivation of the representation. I then analyze literature taken from the White Bear Suppression, Directed Forgetting and Think/No-Think tasks to provide evidence for these hypotheses. Finally, a neuroanatomical model is developed to indicate three pathways from PFC to the hippocampal complex that support inhibition of memory retrieval. Describing these neural pathways increases our understanding of control over memory in general. PMID:22374224

Heuristic thinking makes a chemist smart.

PubMed

Graulich, Nicole; Hopf, Henning; Schreiner, Peter R

2010-05-01

We focus on the virtually neglected use of heuristic principles in understanding and teaching of organic chemistry. As human thinking is not comparable to computer systems employing factual knowledge and algorithms--people rarely make decisions through careful considerations of every possible event and its probability, risks or usefulness--research in science and teaching must include psychological aspects of the human decision making processes. Intuitive analogical and associative reasoning and the ability to categorize unexpected findings typically demonstrated by experienced chemists should be made accessible to young learners through heuristic concepts. The psychology of cognition defines heuristics as strategies that guide human problem-solving and deciding procedures, for example with patterns, analogies, or prototypes. Since research in the field of artificial intelligence and current studies in the psychology of cognition have provided evidence for the usefulness of heuristics in discovery, the status of heuristics has grown into something useful and teachable. In this tutorial review, we present a heuristic analysis of a familiar fundamental process in organic chemistry--the cyclic six-electron case, and we show that this approach leads to a more conceptual insight in understanding, as well as in teaching and learning.

The development of scientific reasoning in medical education: a psychological perspective.

PubMed

Barz, Daniela Luminita; Achimaş-Cadariu, Andrei

2016-01-01

Scientific reasoning has been studied from a variety of theoretical perspectives, which have tried to identify the underlying mechanisms responsible for the development of this particular cognitive process. Scientific reasoning has been defined as a problem-solving process that involves critical thinking in relation to content, procedural, and epistemic knowledge. The development of scientific reasoning in medical education was influenced by current paradigmatic trends, it could be traced along educational curriculum and followed cognitive processes. The purpose of the present review is to discuss the role of scientific reasoning in medical education and outline educational methods for its development. Current evidence suggests that medical education should foster a new ways of development of scientific reasoning, which include exploration of the complexity of scientific inquiry, and also take into consideration the heterogeneity of clinical cases found in practice.

Validation of alternative methods for toxicity testing.

PubMed Central

Bruner, L H; Carr, G J; Curren, R D; Chamberlain, M

1998-01-01

Before nonanimal toxicity tests may be officially accepted by regulatory agencies, it is generally agreed that the validity of the new methods must be demonstrated in an independent, scientifically sound validation program. Validation has been defined as the demonstration of the reliability and relevance of a test method for a particular purpose. This paper provides a brief review of the development of the theoretical aspects of the validation process and updates current thinking about objectively testing the performance of an alternative method in a validation study. Validation of alternative methods for eye irritation testing is a specific example illustrating important concepts. Although discussion focuses on the validation of alternative methods intended to replace current in vivo toxicity tests, the procedures can be used to assess the performance of alternative methods intended for other uses. Images Figure 1 PMID:9599695

More than Just Hand Waving: Review of "Hearing Gestures--How Our Hands Help Us Think"

ERIC Educational Resources Information Center

Namy, Laura L.; Newcombe, Nora S.

2008-01-01

Susan Goldin-Meadow's "Hearing Gestures: How Our Hands Help Us to Think" synthesizes findings from various domains to demonstrate that gestures convey meaning and comprise a critical and fundamental form of communication. She also argues convincingly for the cognitive utility of gesture for the gesturer. Goldin-Meadow presents an airtight case…

Computational Support for Teachers' Design Thinking: Its Feasibility and Acceptability to Practitioners and Institutions

ERIC Educational Resources Information Center

Masterman, Elizabeth; Walker, Simon; Bower, Matt

2013-01-01

A significant area of learning design research has been the development of software applications that guide teachers' thinking as they plan, construct and revise learning events for their students. In this paper, we review conceptualisations of, and approaches to, the activity of pedagogic design and highlight the implications for the provision of…

Review of Winograd and Flores'"Understanding Computers and Cognition": A Favorable Interpretation. ONR Technical Report #21.

ERIC Educational Resources Information Center

Clancey, William J.

Artificial Intelligence researchers and cognitive scientists commonly believe that thinking involves manipulating representations. Thinking involves search, inference, and making choices. This is how we model reasoning and what goes on in the brain is similar. Winograd and Flores present a radically different view, claiming that our knowledge is…

Examining Graduate Dissertations in the Field of Critical Thinking: A Case from Turkey

ERIC Educational Resources Information Center

Demirel, Melek; Derman, Ipek; Can Aran, Ozge

2017-01-01

Purpose: The aim of this study is to conduct content analyses of graduate dissertations about critical thinking skills in the field of educational sciences in Turkey and to document general trends in dissertations. Research Methods: This study is constructed using qualitative research methods and techniques. A document review was used to gather…

A Review on Developing Critical Thinking Skills through Literary Texts

ERIC Educational Resources Information Center

Shukri, Noraini Ahmad; Mukundan, Jayakaran

2015-01-01

Many ESL instructors are generally in agreement with the belief that it is essential that students should be assisted in developing critical thinking skills while being engaged in their language learning process, especially those learning the target language at a higher level (Stern, 1985; Dickinson, 1991; McKay, 2001; Terry, 2007; Van, 2009;…

Thinking about Diagnostic Thinking: A 30-Year Perspective

ERIC Educational Resources Information Center

Elstein, Arthur S.

2009-01-01

This paper has five objectives: (a) to review the scientific background of, and major findings reported in, Medical Problem Solving, now widely recognized as a classic in the field; (b) to compare these results with some of the findings in a recent best-selling collection of case studies; (c) to summarize criticisms of the hypothesis-testing model…

Teaching and Learning in History: Effective and Reform-Based Practices for Students with Learning Disabilities

ERIC Educational Resources Information Center

De La Paz, Susan

2013-01-01

This article provides a review of effective and reform-based approaches to instruction that focus on teaching and learning of history for students with LD. Historical thinking goals, such as learning to think like a historian, to develop contextualized understandings, and to apply domain-specific approaches when reading and writing with primary…

Organizational Strategies to Increase Content Area Learning: Webbing, Pyramiding, and Think Sheets.

ERIC Educational Resources Information Center

Clewell, Suzanne; Haidemenos, Julie

A review of schema theory and memory research shows how the organization of text can affect comprehension and how three reading strategies can aid in improving student understanding of content area materials. The three strategies that help students remember information from the author's point of view are webbing, pyramiding, and think sheets. They…

Critical Thinking and Chinese University Students: A Review of the Evidence

ERIC Educational Resources Information Center

Tian, Jing; Low, Graham David

2011-01-01

Despite extensive discussion on critical thinking (CT) by Chinese students, there are still debates over the question of why Chinese higher education students, when studying abroad, lack (or rather do not demonstrate) CT skills. The main objective of this paper is to explore how far it can be established from the published research literature…

Possibility Thinking and Social Change in Primary Schools

ERIC Educational Resources Information Center

Craft, Anna Rachel; Chappell, Kerry Anne

2016-01-01

This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested.…

From Classroom to Workplace: An Exploration of How Teachers and Employers of Accounting Graduates Define and Assess Critical Thinking in Action

ERIC Educational Resources Information Center

Jagannathan, Christine

2017-01-01

Purpose: The purpose of this study was to explore how 2 important stakeholder groups of Southern California business education, regional faculty and employers of accounting graduates, defined and assessed critical thinking skills. Methods: A literature review identified 2 key variables--conceptualization and operational assessment of critical…

Preparation for Social Service Leadership: Field Work and Virtual Organizations that Promote Critical Thinking in Administration Practice

ERIC Educational Resources Information Center

Williams-Gray, Brenda

2014-01-01

This article examines how to prepare professional social workers for real-world nonprofit leadership roles. A pilot course assignment that incorporates a quasi-organization fieldwork simulation developed by the author is described. Development and application of critical thinking skills are reviewed, the course objective is explained, and methods…

“Thinking too much”: A Systematic review of a common idiom of distress

PubMed Central

Kaiser, Bonnie N.; Haroz, Emily E.; Kohrt, Brandon A.; Bolton, Paul A.; Bass, Judith K.; Hinton, Devon E.

2015-01-01

Idioms of distress communicate suffering via reference to shared ethnopsychologies, and better understanding of idioms of distress can contribute to effective clinical and public health communication. This systematic review is a qualitative synthesis of “thinking too much” idioms globally, to determine their applicability and variability across cultures. We searched eight databases and retained publications if they included empirical quantitative, qualitative, or mixed-methods research regarding a “thinking too much” idiom and were in English. In total, 138 publications from 1979–2014 met inclusion criteria. We examined the descriptive epidemiology, phenomenology, etiology, and course of “thinking too much” idioms and compared them to psychiatric constructs. “Thinking too much” idioms typically reference ruminative, intrusive, and anxious thoughts and result in a range of perceived complications, physical and mental illnesses, or even death. These idioms appear to have variable overlap with common psychiatric constructs, including depression, anxiety, and PTSD. However, “thinking too much” idioms reflect aspects of experience, distress, and social positioning not captured by psychiatric diagnoses and often show wide within-cultural variation, in addition to between-cultural differences. Taken together, these findings suggest that “thinking too much” should not be interpreted as a gloss for psychiatric disorder nor assumed to be a unitary symptom or syndrome within a culture. We suggest five key ways in which engagement with “thinking too much” idioms can improve global mental health research and interventions: it (1) incorporates a key idiom of distress into measurement and screening to improve validity of efforts at identifying those in need of services and tracking treatment outcomes; (2) facilitates exploration of ethnopsychology in order to bolster cultural appropriateness of interventions; (3) strengthens public health communication to encourage engagement in treatment; (4) reduces stigma by enhancing understanding, promoting treatment-seeking, and avoiding unintentionally contributing to stigmatization; and (5) identifies a key locally salient treatment target. PMID:26584235

"Thinking too much": A systematic review of a common idiom of distress.

PubMed

Kaiser, Bonnie N; Haroz, Emily E; Kohrt, Brandon A; Bolton, Paul A; Bass, Judith K; Hinton, Devon E

2015-12-01

Idioms of distress communicate suffering via reference to shared ethnopsychologies, and better understanding of idioms of distress can contribute to effective clinical and public health communication. This systematic review is a qualitative synthesis of "thinking too much" idioms globally, to determine their applicability and variability across cultures. We searched eight databases and retained publications if they included empirical quantitative, qualitative, or mixed-methods research regarding a "thinking too much" idiom and were in English. In total, 138 publications from 1979 to 2014 met inclusion criteria. We examined the descriptive epidemiology, phenomenology, etiology, and course of "thinking too much" idioms and compared them to psychiatric constructs. "Thinking too much" idioms typically reference ruminative, intrusive, and anxious thoughts and result in a range of perceived complications, physical and mental illnesses, or even death. These idioms appear to have variable overlap with common psychiatric constructs, including depression, anxiety, and PTSD. However, "thinking too much" idioms reflect aspects of experience, distress, and social positioning not captured by psychiatric diagnoses and often show wide within-cultural variation, in addition to between-cultural differences. Taken together, these findings suggest that "thinking too much" should not be interpreted as a gloss for psychiatric disorder nor assumed to be a unitary symptom or syndrome within a culture. We suggest five key ways in which engagement with "thinking too much" idioms can improve global mental health research and interventions: it (1) incorporates a key idiom of distress into measurement and screening to improve validity of efforts at identifying those in need of services and tracking treatment outcomes; (2) facilitates exploration of ethnopsychology in order to bolster cultural appropriateness of interventions; (3) strengthens public health communication to encourage engagement in treatment; (4) reduces stigma by enhancing understanding, promoting treatment-seeking, and avoiding unintentionally contributing to stigmatization; and (5) identifies a key locally salient treatment target. Copyright © 2015 Elsevier Ltd. All rights reserved.

Life cycle thinking in impact assessment—Current practice and LCA gains

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bidstrup, Morten, E-mail: Bidstrup@plan.aau.dk

It has been advocated that life cycle thinking (LCT) should be applied in impact assessment (IA) to a greater extent, since some development proposals pose a risk of significant impacts throughout the interconnected activities of product systems. Multiple authors have proposed the usage of life cycle assessment (LCA) for such analytical advancement, but little to no research on this tool application has been founded in IA practice so far. The aim of this article is to elaborate further on the gains assigned to application of LCA. The research builds on a review of 85 Danish IA reports, which were analysedmore » for analytical appropriateness and application of LCT. Through a focus on the non-technical summary, the conclusion and the use of specific search words, passages containing LCT were searched for in each IA report. These passages were then analysed with a generic framework. The results reveal that LCT is appropriate for most of the IAs, but that LCA is rarely applied to provide such a perspective. Without LCA, the IAs show mixed performance in regard to LCT. Most IAs do consider the product provision of development proposals, but they rarely relate impacts to this function explicitly. Many IAs do consider downstream impacts, but assessments of upstream, distant impacts are generally absent. It is concluded that multiple analytical gains can be attributed to greater application of LCA in IA practice, though some level of LCT already exists. - Highlights: • Life cycle thinking is appropriate across the types and topics of impact assessment. • Yet, life cycle assessment is rarely used for adding such perspective. • Impact assessment practice does apply some degree of life cycle thinking. • However, application of life cycle assessment could bring analytical gains.« less

Distinguishing science from pseudoscience in school psychology: science and scientific thinking as safeguards against human error.

PubMed

Lilienfeld, Scott O; Ammirati, Rachel; David, Michal

2012-02-01

Like many domains of professional psychology, school psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school psychology and provide a user-friendly primer on science and scientific thinking for school psychologists. Specifically, we (a) outline basic principles of scientific thinking, (b) delineate widespread cognitive errors that can contribute to belief in pseudoscientific practices within school psychology and allied professions, (c) provide a list of 10 key warning signs of pseudoscience, illustrated by contemporary examples from school psychology and allied disciplines, and (d) offer 10 user-friendly prescriptions designed to encourage scientific thinking among school psychology practitioners and researchers. We argue that scientific thinking, although fallible, is ultimately school psychologists' best safeguard against a host of errors in thinking. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Towards understanding the integrative approach of the water, energy and food nexus.

PubMed

Al-Saidi, Mohammad; Elagib, Nadir Ahmed

2017-01-01

The water, energy and food nexus (WEF nexus) is currently quite popular in environmental management. The concept found a fertile ground in science and policymaking, but there is no consistent view on the meaning of integration within the nexus. Here, a wealth of publications is reviewed in an endeavour to: (1) reveal the lines of justification for the need of the WEF nexus debate and (2) identify the range of tools for analysing the interdependent resource issues of the nexus using an integrated framework of science and policy. There are three drivers behind the emergence of the nexus thinking. These are a) increasing resource interlinks due to growing scarcities, b) recent resource supply crises, and c) failures of sector-driven management strategies. Evaluation of the WEF nexus integrative debate can be carried out using four key criteria, namely ability to change current policy debates, issue and thinking novelty, practicability and measurability, and clearness and implementation roadmap. It is clear that, although the nexus has been quite successful in changing policy debates, issue prioritization is missing and seems to be left to specific case studies and policymakers' choices. There is a high need for 'incorporation' and 'cross-linking' of issues between the three resources. In this regard, nexus governance is the missing link in the nexus debate. Copyright © 2016 Elsevier B.V. All rights reserved.

Cultural Myopia: A Challenge to Spanish Education.

ERIC Educational Resources Information Center

Cowan, Bryan J.; Perez-Dominguez, Servando

1996-01-01

Considers current thinking about intercultural attitudes in Spain to demonstrate reasons why the Spanish approach to interculturalism, particularly in schools, has not been at the forefront of societal, governmental, or educational thinking. Discusses the dangers of ignoring immigrants' needs and abilities within the community and the…

HIV pre-test information, discussion or counselling? A review of guidance relevant to the WHO European Region.

PubMed

Bell, Stephen A; Delpech, Valerie; Raben, Dorthe; Casabona, Jordi; Tsereteli, Nino; de Wit, John

2016-02-01

In the context of a shift from exceptionalism to normalisation, this study examines recommendations/evidence in current pan-European/global guidelines regarding pre-test HIV testing and counselling practices in health care settings. It also reviews new research not yet included in guidelines. There is consensus that verbal informed consent must be gained prior to testing, individually, in private, confidentially, in the presence of a health care provider. All guidelines recommend pre-test information/discussion delivered verbally or via other methods (information sheet). There is agreement about a minimum standard of information to be provided before a test, but guidelines differ regarding discussion about issues encouraging patients to think about implications of the result. There is heavy reliance on expert consultation in guideline development. Referenced scientific evidence is often more than ten years old and based on US/UK research. Eight new papers are reviewed. Current HIV testing and counselling guidelines have inconsistencies regarding the extent and type of information that is recommended during pre-test discussions. The lack of new research underscores a need for new evidence from a range of European settings to support the process of expert consultation in guideline development. © The Author(s) 2015.

Postdecisional counterfactual thinking by actors and readers.

PubMed

Girotto, Vittorio; Ferrante, Donatella; Pighin, Stefania; Gonzalez, Michel

2007-06-01

How do individuals think counterfactually about the outcomes of their decisions? Most previous studies have investigated how readers think about fictional stories, rather than how actors think about events they have actually experienced. We assumed that differences in individuals' roles (actor vs. reader) can make different information available, which in turn can affect counterfactual thinking. Hence, we predicted an effect of role on postdecisional counterfactual thinking. Reporting the results of eight studies, we show that readers undo the negative outcome of a story by undoing the protagonist's choice to tackle a given problem, rather than the protagonist's unsuccessful attempt to solve it. But actors who make the same choice and experience the same negative outcome as the protagonist undo this outcome by altering features of the problem. We also show that this effect does not depend on motivational factors. These results contradict current accounts of counterfactual thinking and demonstrate the necessity of investigating the counterfactual thoughts of individuals in varied roles.

A Case for Thinking Without Consciousness.

PubMed

Dijksterhuis, Ap; Strick, Madelijn

2016-01-01

People can engage in prolonged thought processes, such as when they are facing an important decision or when they are working on a scientific discovery. Such thought processes can take months or even years. We argue that while people engage in such thinking, they make progress not only when they consciously think but also sometimes when they are consciously thinking about something else-that is, while they think unconsciously. We review the literature on unconscious thought (UT) processes and conclude that there is indeed quite some evidence for UT. Conceptualized as a form of unconscious goal pursuit, UT is likely to be especially fruitful for thought processes that are complex, important, or interesting to the thinker. In addition, we discuss other characteristics of the UT process. We end with proposing Type 3 processes, in addition to Type 1 and Type 2 (or Systems 1 and 2) processes, to accommodate prolonged thought processes in models on thought. © The Author(s) 2015.

Critical thinking: a two-phase framework.

PubMed

Edwards, Sharon L

2007-09-01

This article provides a comprehensive review of how a two-phase framework can promote and engage nurses in the concepts of critical thinking. Nurse education is required to integrate critical thinking in their teaching strategies, as it is widely recognised as an important part of student nurses becoming analytical qualified practitioners. The two-phase framework can be incorporated in the classroom using enquiry-based scenarios or used to investigate situations that arise from practice, for reflection, analysis, theorising or to explore issues. This paper proposes a two-phase framework for incorporation in the classroom and practice to promote critical thinking. Phase 1 attempts to make it easier for nurses to organise and expound often complex and abstract ideas that arise when using critical thinking, identify more than one solution to the problem by using a variety of cues to facilitate action. Phase 2 encourages nurses to be accountable and responsible, to justify a decision, be creative and innovative in implementing change.

Evidence and its uses in health care and research: the role of critical thinking.

PubMed

Jenicek, Milos; Croskerry, Pat; Hitchcock, David L

2011-01-01

Obtaining and critically appraising evidence is clearly not enough to make better decisions in clinical care. The evidence should be linked to the clinician's expertise, the patient's individual circumstances (including values and preferences), and clinical context and settings. We propose critical thinking and decision-making as the tools for making that link. Critical thinking is also called for in medical research and medical writing, especially where pre-canned methodologies are not enough. It is also involved in our exchanges of ideas at floor rounds, grand rounds and case discussions; our communications with patients and lay stakeholders in health care; and our writing of research papers, grant applications and grant reviews. Critical thinking is a learned process which benefits from teaching and guided practice like any discipline in health sciences. Training in critical thinking should be a part or a pre-requisite of the medical curriculum.

Evidence and its uses in health care and research: The role of critical thinking

PubMed Central

Jenicek, Milos; Croskerry, Pat; Hitchcock, David L.

2011-01-01

Summary Obtaining and critically appraising evidence is clearly not enough to make better decisions in clinical care. The evidence should be linked to the clinician’s expertise, the patient’s individual circumstances (including values and preferences), and clinical context and settings. We propose critical thinking and decision-making as the tools for making that link. Critical thinking is also called for in medical research and medical writing, especially where pre-canned methodologies are not enough. It is also involved in our exchanges of ideas at floor rounds, grand rounds and case discussions; our communications with patients and lay stakeholders in health care; and our writing of research papers, grant applications and grant reviews. Critical thinking is a learned process which benefits from teaching and guided practice like any discipline in health sciences. Training in critical thinking should be a part or a pre-requisite of the medical curriculum. PMID:21169920

Critical thinking in nurse managers.

PubMed

Zori, Susan; Morrison, Barbara

2009-01-01

Formal education and support is needed for nurse managers to effectively function in their role in the current health care environment. Many nurse managers assume their positions based on expertise in a clinical role with little expertise in managerial and leadership skills. Operating as a manager and leader requires ongoing development of critical thinking skills and the inclination to use those skills. Critical thinking can have a powerful influence on the decision making and problem solving that nurse managers are faced with on a daily basis. The skills that typify critical thinking include analysis, evaluation, inference, and deductive and inductive reasoning. It is intuitive that nurse managers require both the skills and the dispositions of critical thinking to be successful in this pivotal role at a time of transformation in health care. Incorporating critical thinking into education and support programs for the nurse manager is necessary to position the nurse manager for success.

Systems-based practice in graduate medical education: systems thinking as the missing foundational construct.

PubMed

Colbert, Colleen Y; Ogden, Paul E; Ownby, Allison R; Bowe, Constance

2011-04-01

Since 2001, residencies have struggled with teaching and assessing systems-based practice (SBP). One major obstacle may be that the competency alone is not sufficient to support assessment. We believe the foundational construct underlying SBP is systems thinking, absent from the current Accreditation Council for Graduate Medical Education competency language. Systems thinking is defined as the ability to analyze systems as a whole. The purpose of this article is to describe psychometric issues that constrain assessment of SBP and elucidate the role of systems thinking in teaching and assessing SBP. Residency programs should incorporate systems thinking models into their curricula. Trainees should be taught to understand systems at an abstract level, in order to analyze their own healthcare systems, and participate in quality and patient safety activities. We suggest that a developmental trajectory for systems thinking be developed, similar to the model described by Dreyfus and Dreyfus.

Nurse educators' perceptions of critical thinking in developing countries: Ghana as a case study.

PubMed

Boso, Christian Makafui; Gross, Janet J

2015-01-01

The ability to critically evaluate information for the purpose of rendering health care is a prerequisite for modern nurses in a complex and ever-changing health care environment. The nurse educators' perceptions influence the utilization of critical thinking strategies in the classroom. The purpose of this study was to assess nursing faculty's perceptions of critical thinking. Using a questionnaire 106 nurse educators from two types of nursing educational program self-reported their perceptions. Data were collected from November 2013 to March 2014. Results were presented using frequencies, percentages, and t-test. The findings revealed that majority (95.3%) of nurse educators could not provide definitions that captured both affective and cognitive aspects of critical thinking. However, the majority of nurse educators had positive perceptions of critical thinking. Nurse educators in universities had more positive perceptions of critical thinking than those in the nurses' training colleges (P=0.007). The results suggested that the current nursing programs are not preparing nurses with the necessary critical thinking skills for the complex health care environment. Professional development programs in critical thinking should be instituted for nurse educators to assist them in developing appropriate teaching strategies to foster students' acquisition of critical thinking skills.

Vitalistic thinking in adults.

PubMed

Wilson, Stuart

2013-11-01

Vitalistic thinking has traditionally been associated with reasoning about biological phenomena. The current research aimed to investigate a broader range of vitalistic thinking than previously studied. Esoteric notions of 'energy' are frequently used by individuals when making causal attributions for strange occurrences, and previous literature has linked such thinking with paranormal, magical, and superstitious beliefs. Two experiments are described that aim to investigate whether adults are vitalistic when asked to make causal judgments, and whether this can be predicted by thinking styles and prior paranormal belief. Experiment 1 asked participants to rate three causal options (one of which was vitalistic) for six vignettes. Scores on one dimension of paranormal belief (New Age Philosophy) and analytical thinking significantly predicted vitalism, but scores on intuitive thinking and Traditional Paranormal Beliefs did not. Experiment 2 extended the findings by asking participants to generate their own causal responses. Again, paranormal belief was found to be the best predictor of vitalism, but this time Traditional Paranormal Beliefs were associated with vitalistic responses whilst both intuitive and analytical thinking were unable to significantly predict classification. Results challenge previous findings, suggesting that vitalistic thinking may operate differently when applied to everyday causal reasoning. © 2012 The British Psychological Society.

Learning to Improve: Using Writing to Increase Critical Thinking Performance in General Education Biology

PubMed Central

Kurtz, Martha J.

2007-01-01

Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of students who experienced a laboratory writing treatment with those who experienced traditional quiz-based laboratory in a general education biology course. The effects of writing were determined within the context of multiple covariables. Results indicated that the writing group significantly improved critical thinking skills whereas the nonwriting group did not. Specifically, analysis and inference skills increased significantly in the writing group but not the nonwriting group. Writing students also showed greater gains in evaluation skills; however, these were not significant. In addition to writing, prior critical thinking skill and instructor significantly affected critical thinking performance, whereas other covariables such as gender, ethnicity, and age were not significant. With improved critical thinking skill, general education biology students will be better prepared to solve problems as engaged and productive citizens. PMID:17548876

Teaching and evaluating critical thinking in respiratory care.

PubMed

Mishoe, Shelley C; Hernlen, Kitty

2005-09-01

The capacity to perform critical thinking in respiratory care may be enhanced through awareness and education to improve skills, abilities, and opportunities. The essential skills for critical thinking in respiratory care include prioritizing, anticipating, troubleshooting, communicating, negotiating, decision making, and reflecting. In addition to these skills, critical thinkers exhibit certain characteristics such as critical evaluation, judgment,insight, motivation, and lifelong learning. The teaching of critical thinking may be accomplished though problem-based learning using an evidenced-based approach to solve clinical problems similar to those encountered in professional practice. Other traditional strategies such as discussion, debate, case study, and case presentations can be used. Web-based curriculum and technologic advances have created opportunities such as bulletin boards, real-time chats, and interactive media tools that can incorporate critical thinking. Many concerns and controversies surround the assessment of critical thinking, and individuals who administer critical thinking tests must be aware of the strengths and limitations of these assessment tools, as well as their relevance to the workplace. The foundational works reported in this article summarize the current status of assessment of critical thinking and can stimulate further investigation and application of the skills, characteristics, educational strategies, and measurement of critical thinking in respiratory care.

Navy-NGO Coordination for Health-Related HCA Missions: A Suggested Planning Framework

DTIC Science & Technology

2008-11-01

however, on how to work with NCOs in the HCA setting. As a result, there is currendy no systematic frame - work for military-NGO coordination. The...agencies and NGOs, make up a tertiary audience. The issues are framed in a way that reflects the Navy’s current views and thinking, but NGO perspectives...it is written mainly from a Navy-centric perspective. The framing of the issues, in particular, reflects the Navy’s current views and thinking. NGO

Facilitating critical thinking.

PubMed

Hansten, R I; Washburn, M J

2000-01-01

Supporting staff to think effectively is essential to improve clinical systems, decrease errors and sentinel events, and engage staff involvement to refine patient care systems in readiness for new care-delivery models that truly reflect the valued role of the RN. The authors explore practical methods, based on current research and national consulting experience, to facilitate the development of mature critical thinking skills. Assessment tools, a sample agenda for formal presentations, and teaching strategies using behavioral examples that make the important and necessary link of theory to reality are discussed in the form of a critical thinking test as well as a conceptual model for application in problem solving.

Using Public Speaking and Critical Thinking To Increase Self-Esteem in the Multi-Cultural College Prep Composition Classroom.

ERIC Educational Resources Information Center

Weissberg, Michael W.

In an effort to improve the writing performance of non-native English-speaking students in a college preparatory composition course, a project was undertaken to reduce problems of self-esteem caused by communication apprehension through a speech assignment involving critical thinking and peer reviews. To evaluate the effect of the assignment, the…

The Designer-by-Assignment in Practice: Instructional Design Thinking of Subject Matter Experts

ERIC Educational Resources Information Center

Pesce, Sandra V.

2012-01-01

Designers-by-assignment, or subject matter experts (SMEs) who are pressed into training service, have become common in the workplace. A review of more than 24 studies on expert and novice instructional designers, however, revealed that little is known about how designers-by-assignment think about design and make design decisions in the field. A…

Who Does Critical Pedagogy Think You Are? Investigating How Teachers Are Produced in Critical Pedagogy Scholarship to Inform Teacher Education

ERIC Educational Resources Information Center

Pittard, Elizabeth

2015-01-01

In this post-structural feminist analysis, I review recent literature focusing on critical pedagogy to analyse the ways teachers are discursively produced within the sampled literature to ask: who does critical pedagogy think you are? Additionally, I extend earlier post-structural feminist critiques of critical pedagogy and underlying assumptions…

Immigration: From Global to Local to Kids. Forum 411: Engaging Arizona's Leaders. Edition 1, Issue 1

ERIC Educational Resources Information Center

Morrison Institute for Public Policy, Arizona State University, 2008

2008-01-01

Few people think of kids when they think of immigration, yet immigration is as much about children and parents as it is about workers and employers. In fact, the opportunities and challenges represented by Arizona's global generations may be as far-reaching as sanctions and "sweeps." What's going on? This briefing reviews the basics…

A review of selected inorganic surface water quality-monitoring practices: are we really measuring what we think, and if so, are we doing it right?

USGS Publications Warehouse

Horowitz, Arthur J.

2013-01-01

Successful environmental/water quality-monitoring programs usually require a balance between analytical capabilities, the collection and preservation of representative samples, and available financial/personnel resources. Due to current economic conditions, monitoring programs are under increasing pressure to do more with less. Hence, a review of current sampling and analytical methodologies, and some of the underlying assumptions that form the bases for these programs seems appropriate, to see if they are achieving their intended objectives within acceptable error limits and/or measurement uncertainty, in a cost-effective manner. That evaluation appears to indicate that several common sampling/processing/analytical procedures (e.g., dip (point) samples/measurements, nitrogen determinations, total recoverable analytical procedures) are generating biased or nonrepresentative data, and that some of the underlying assumptions relative to current programs, such as calendar-based sampling and stationarity are no longer defensible. The extensive use of statistical models as well as surrogates (e.g., turbidity) also needs to be re-examined because the hydrologic interrelationships that support their use tend to be dynamic rather than static. As a result, a number of monitoring programs may need redesigning, some sampling and analytical procedures may need to be updated, and model/surrogate interrelationships may require recalibration.

Meeting the Need for State-Level Estimates of Health Insurance Coverage: Use of State and Federal Survey Data

PubMed Central

Blewett, Lynn A; Davern, Michael

2006-01-01

Objective Critically review estimates of health insurance coverage available from different sources, including the federal government, state survey initiatives, and foundation-sponsored surveys for use in state policy research. Study Setting and Design We review the surveys in an attempt to flesh out the current weaknesses of survey data for state policy uses. The main data sources assessed in this analysis are federal government surveys (such as the Current Population Survey's Annual Social and Economic Supplement, and the National Health Interview Survey), foundation-supported surveys (National Survey of America's Families, and the Community Tracking Survey), and state-sponsored surveys. Principal Findings Despite information on estimates of health insurance coverage from six federal surveys, states find the data lacking for state policy purposes. We document the need for state representative data on the uninsured and the recent history of state data collection efforts spurred in part by the Health Resources Services Administration State Planning Grant program. We assess the state estimates of uninsurance from the Current Population Survey and make recommendations for a new consolidated federal survey with better state representative data. Conclusions We think there are several options to consider for coordinating a federal and state data collection strategy to inform state and national policy on coverage and access. PMID:16704521

Inhaled therapies in patients with moderate COPD in clinical practice: current thinking

PubMed Central

Ariel, Amnon; Altraja, Alan; Belevskiy, Andrey; Boros, Piotr W; Danila, Edvardas; Fležar, Matjaz; Koblizek, Vladimir; Fridlender, Zvi G; Kostov, Kosta; Krams, Alvils; Milenkovic, Branislava; Somfay, Attila; Tkacova, Ruzena; Tudoric, Neven; Ulmeanu, Ruxandra; Valipour, Arschang

2018-01-01

COPD is a complex, heterogeneous condition. Even in the early clinical stages, COPD carries a significant burden, with breathlessness frequently leading to a reduction in exercise capacity and changes that correlate with long-term patient outcomes and mortality. Implementation of an effective management strategy is required to reduce symptoms, preserve lung function, quality of life, and exercise capacity, and prevent exacerbations. However, current clinical practice frequently differs from published guidelines on the management of COPD. This review focuses on the current scientific evidence and expert opinion on the management of moderate COPD: the symptoms arising from moderate airflow obstruction and the burden these symptoms impose, how physical activity can improve disease outcomes, the benefits of dual bronchodilation in COPD, and the limited evidence for the benefits of inhaled corticosteroids in this disease. We emphasize the importance of maximizing bronchodilation in COPD with inhaled dual-bronchodilator treatment, enhancing patient-related outcomes, and enabling the withdrawal of inhaled corticosteroids in COPD in well-defined patient groups. PMID:29317810

Thinking Broadly: Financing Strategies for Comprehensive Child and Family Initiatives.

ERIC Educational Resources Information Center

Hayes, Cheryl D.

In the current tight fiscal environment, it is critical for state and community leaders to think broadly and systematically about how to finance important education, family, and child services, and community development initiatives. This guide presents a conceptual framework for financing child and family services and community building and…

Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills

ERIC Educational Resources Information Center

Simon, Nicole A.

2013-01-01

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory…

A Hopeful Pedagogy to Critical Thinking

ERIC Educational Resources Information Center

Nicholas, Mark C.; Raider-Roth, Miriam

2016-01-01

Elements of what we are calling a "hopeful pedagogy" emerged when faculty reflected on the question--Do you think your current approach to develop CT in students is successful? Faculty across disciplines and institutions used the word "hope" to characterize the outcome of their efforts. While attempting to disentangle the…

The Faculty Perspective on Holistic and Systems Thinking in American and Australian Mechanical Engineering Programmes

ERIC Educational Resources Information Center

Kellam, N. N.; Maher, M. A.; Peters, W. H.

2008-01-01

This research effort examined current mechanical engineering educational programmes in America and Australia to determine the degree of holistic, systems thinking of each programme. Faculty from ten American universities and ten Australian universities participated in online surveys and interviews. Resulting data analysis and interpretation…

Influences of Teleological and Lamarckian Thinking on Student Understanding of Natural Selection

ERIC Educational Resources Information Center

Stover, Shawn K.; Mabry, Michelle L.

2007-01-01

Previous research has demonstrated creationist, Lamarckian, and teleological reasoning in high school and college students. These lines of thinking conflict with the Darwinian notion of natural selection, which serves as the primary catalyst for biological evolution. The current study assessed evolutionary conceptions in non-science majors,…

Thinking like an Ecologist

ERIC Educational Resources Information Center

Carlson, Jenn

2008-01-01

This article presents a lesson in which students examine current field research on global change. In particular, students investigate the effect of carbon dioxide and tropospheric ozone on ecosystems by applying their knowledge of scientific inquiry and photosynthesis. The goal of the activity is for students to think like ecologists and draw…

Who Are Our Heroes? A Critical-Thinking, Consciousness-Raising Lesson.

ERIC Educational Resources Information Center

Reissman, Rose

1994-01-01

When teachers discuss different types of heroes in the classroom, they allow their students to meet powerful new role models. The article discusses how teachers can get students thinking about what makes a hero and in the process, teach them about historical figures, social issues, and current events. (SM)

Career Development: Theory and Practice.

ERIC Educational Resources Information Center

Montross, David H., Ed.; Shinkman, Christopher J., Ed.

This book explores the latest developments in the theory and practice of career development, as seen by 21 professionals in the field. The study is organized in four parts that cover the following areas: the latest thinking about career theory; the career stages of exploration, establishment, maintenance, and decline; current thinking about the…

Elementary Mathematics Teachers' Perceptions and Lived Experiences on Mathematical Communication

ERIC Educational Resources Information Center

Kaya, Defne; Aydin, Hasan

2016-01-01

Mathematical thinking skills and meaningful mathematical understanding are among the goals of current mathematics education. There is a wide consensus among scholars about the purpose of developing mathematical understanding and higher order thinking skills in students. However, how to develop those skills in classroom settings is an area that…

SPELT (Strategies Program for Effective Learning/Thinking): A Description and Analysis of Instructional Procedures.

ERIC Educational Resources Information Center

Peat, D.; And Others

1989-01-01

Describes an instructional model, Strategies Program for Effective Learning/Thinking (SPELT), that was developed to translate cognitive psychological theory and research into a practical instructional program. The extent to which SPELT conforms to current instructional design principles is examined, and macro versus micro instructional sequencing…

Thinking with Theory in an Era of Trump

ERIC Educational Resources Information Center

Strom, Kathryn J.; Martin, Adrian D.

2017-01-01

This introduction to this special issue on "Thinking with Theory in Teacher Education" dedicates considerable space to broadly discussing the current U.S. political context to emphasize why, at this precise moment in history, educators, teacher educators, and educational researchers are in dire need of different ways to understand the…

Social Studies Teacher Candidates' Views on Historical Thinking Skills

ERIC Educational Resources Information Center

Ozmen, Cengiz

2015-01-01

Current study aimed to present Social Studies teacher candidates' views on historical thinking skills. Study was conducted using qualitative design and working group was composed of a total of 121 teacher candidates (62 females and 59 males) attending Social Studies Teaching Department of Karadeniz Technical University and Adiyaman University…

Clinical reasoning and critical thinking.

PubMed

da Silva Bastos Cerullo, Josinete Aparecida; de Almeida Lopes Monteiro da Cruz, Diná

2010-01-01

This study identifies and analyzes nursing literature on clinical reasoning and critical thinking. A bibliographical search was performed in LILACS, SCIELO, PUBMED and CINAHL databases, followed by selection of abstracts and the reading of full texts. Through the review we verified that clinical reasoning develops from scientific and professional knowledge, is permeated by ethical decisions and nurses values and also that there are different personal and institutional strategies that might improve the critical thinking and clinical reasoning of nurses. Further research and evaluation of educational programs on clinical reasoning that integrate psychosocial responses to physiological responses of people cared by nurses is needed.

A study of rural preschool practitioners' views on young children's mathematical thinking

NASA Astrophysics Data System (ADS)

Hunting, Robert P.; Mousley, Judith A.; Perry, Bob

2012-03-01

The project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice aimed to investigate views of preschool practitioners about young children's mathematical thinking and development. Structured individual interviews were conducted with 64 preschool practitioners from rural areas of three Australian states. The questions focused on five broad themes: children's mathematics learning, support for mathematics teaching, technology and computers, attitudes and feelings, and assessment and record keeping. We review results from the interview data for each of these themes, discuss their importance, and outline recommendations related to teacher education as well as resource development and research.

A Review and Discussion of Epistemological Commitments, Metacognition, and Critical Thinking with Suggestions on Their Enhancement in Internet-Assisted Chemistry Classrooms

NASA Astrophysics Data System (ADS)

Tsai, Chin-Chung

2001-07-01

Recently, educators have focused on students' internal control of learning. Epistemological commitments, metacognition, and critical thinking are relevant considerations when addressing this topic. This paper explores the relationships among these domains as a theoretical framework for enhancing chemistry education. The framework shows that these domains share many commonalities. For example, they all focus on learners' self-reflection and they all are rooted in the constructivist theory. This paper further proposes a role for Internet technology in helping students develop appropriate epistemological commitments, metacognitive skills, and critical thinking.

Using the CLEAN educational resource collection for building three-dimensional lessons to teach the climate system

NASA Astrophysics Data System (ADS)

Gold, A. U.; Sullivan, S. M.; Manning, C. L. B.; Ledley, T. S.; Youngman, E.; Taylor, J.; Niepold, F., III; Kirk, K.; Lockwood, J.; Bruckner, M. Z.; Fox, S.

2017-12-01

The impacts of climate change are a critical societal challenge of the 21st century. Educating students about the globally connected climate system is key in supporting the development of mitigation and adaptation strategies. Systems thinking is required for students to understand the complex, dynamic climate systems and the role that humans play within them. The interdisciplinary nature of climate science challenges educators, who often don't have formal training in climate science, to identify resources that are scientifically accurate before weaving them together into units that teach about the climate system. The Climate Literacy and Energy Awareness Network (CLEAN) supports this work by providing over 700 peer-reviewed, classroom-ready resources on climate and energy topics. The resource collection itself provide only limited instructional guidance, so educators need to weave the resources together to build multi-dimensional lessons that develop systems thinking skills. The Next Generation Science Standards (NGSS) science standards encourage educators to teach science in a 3-dimensional approach that trains students in systems thinking. The CLEAN project strives to help educators design NGSS-style, three-dimensional lessons about the climate system. Two approaches are currently being modeled on the CLEAN web portal. The first is described in the CLEAN NGSS "Get Started Guide" which follows a step-by-step process starting with the Disciplinary Core Idea and then interweaves the Cross-Cutting Concepts (CCC) and the Science and Engineering Practices (SEP) based on the teaching strategy chosen for the lesson or unit topic. The second model uses a climate topic as a starting place and the SEP as the guide through a four-step lesson sequence called "Earth Systems Investigations". Both models use CLEAN reviewed lessons as the core activity but provide the necessary framework for classroom implementation. Sample lessons that were developed following these two approaches are provided on the CLEAN web portal (cleanet.org).

Emotion and persuasion: cognitive and meta-cognitive processes impact attitudes.

PubMed

Petty, Richard E; Briñol, Pablo

2015-01-01

This article addresses the multiple ways in which emotions can influence attitudes and persuasion via primary and secondary (meta-) cognition. Using the elaboration likelihood model of persuasion as a guide, we review evidence for five fundamental processes that occur at different points along the elaboration continuum. When the extent of thinking is constrained to be low, emotions influence attitudes by relatively simple processes that lead them to change in a manner consistent with the valence of the emotion. When thinking is constrained to be high, emotions can serve as arguments in favour of a proposal if they are relevant to the merits of the advocacy or they can bias thinking if the emotion precedes the message. If thinking is high and emotions become salient after thinking, they can lead people to rely or not rely on the thoughts generated either because the emotion leads people to like or dislike their thoughts (affective validation) or feel more confident or doubtful in their thoughts (cognitive validation). When thinking is unconstrained, emotions influence the extent of thinking about the persuasive communication. Although prior theories have addressed one or more of these fundamental processes, no other approach has integrated them into one framework.

Critical Thinking Theory to Practice: Using the Expert's Thought Process as Guide for Learning and Assessment.

PubMed

Marshall, Teresa A; Marchini, Leonardo; Cowen, Howard; Hartshorn, Jennifer E; Holloway, Julie A; Straub-Morarend, Cheryl L; Gratton, David; Solow, Catherine M; Colangelo, Nicholas; Johnsen, David C

2017-08-01

Critical thinking skills are essential for the successful dentist, yet few explicit skillsets in critical thinking have been developed and published in peer-reviewed literature. The aims of this article are to 1) offer an assessable critical thinking teaching model with the expert's thought process as the outcome, learning guide, and assessment instrument and 2) offer three critical thinking skillsets following this model: for geriatric risk assessment, technology decision making, and situation analysis/reflections. For the objective component, the student demonstrates delivery of each step in the thought process. For the subjective component, the student is judged to have grasped the principles as applied to the patient or case. This article describes the framework and the results of pilot tests in which students in one year at this school used the model in the three areas, earning scores of 90% or above on the assessments. The model was thus judged to be successful for students to demonstrate critical thinking skillsets in the course settings. Students consistently delivered each step of the thought process and were nearly as consistent in grasping the principles behind each step. As more critical thinking skillsets are implemented, a reinforcing network develops.

Current paranoid thinking in patients with delusions: the presence of cognitive-affective biases.

PubMed

Freeman, Daniel; Dunn, Graham; Fowler, David; Bebbington, Paul; Kuipers, Elizabeth; Emsley, Richard; Jolley, Suzanne; Garety, Philippa

2013-11-01

There has been renewed interest in the influence of affect on psychosis. Psychological research on persecutory delusions ascribes a prominent role to cognitive processes related to negative affect: anxiety leads to the anticipation of threat within paranoia; depressive negative ideas about the self create a sense of vulnerability in which paranoid thoughts flourish; and self-consciousness enhances feelings of the self as a target. The objective of this study was to examine such affective processes in relation to state paranoia in patients with delusions. 130 patients with delusions in the context of a nonaffective psychosis diagnosis (predominately schizophrenia) were assessed for contemporaneous levels of persecutory ideation on 5 visual analog scales. Measures were taken of anxiety, depression, threat anticipation, interpretation of ambiguity, self-focus, and negative ideas about the self. Of the patients, 85% report paranoid thinking at testing. Symptoms of anxiety and depression were highly prevalent. Current paranoid thinking was associated with anxiety, depression, greater anticipation of threat events, negative interpretations of ambiguous events, a self-focused cognitive style, and negative ideas about the self. The study provides a clear demonstration that a range of emotion-related cognitive biases, each of which could plausibly maintain delusions, are associated with current paranoid thinking in patients with psychosis. We identified biases both in the contents of cognition and in the processing of information. Links between affect and psychosis are central to the understanding of schizophrenia. We conclude that treatment of emotional dysfunction should lead to reductions in current psychotic experiences.

Work-based learning in health care environments.

PubMed

Spouse, J

2001-03-01

In reviewing contemporary literature and theories about work-based learning, this paper explores recent trends promoting life-long learning. In the process the paper reviews and discusses some implications of implementing recent policies and fostering le arning in health care practice settings. Recent Government policies designed to provide quality health care services and to improve staffing levels in the nursing workforce, have emphasized the importance of life-long learning whilst learning-on-the-job and the need to recognize and credit experiential learning. Such calls include negotiation of personal development plans tailored to individual educational need and context-sensitive learning activities. To be implemented effectively, this policy cann ot be seen as a cheap option but requires considerable financial resourcing for preparation of staff and the conduct of such activities. Successful work-based learning requires investment in staff at all levels as well as changes to staffing structures in organizations and trusts; changes designed to free people up to work and learn collaboratively. Creating an organizational environment where learning is prized depends upon a climate of trust; a climate where investigation and speculation are fostered and where time is protected for engaging in discussions about practice. Such a change may be radical for many health care organizations and may require a review of current policies and practices ensuring that they include education at all levels. The nature of such education also requires reconceptualizing. In the past, learning in practice settings was seen as formal lecturing or demonstration, and relied upon behaviourist principles of learning. Contemporary thinking suggests effective learning in work-settings is multi-faceted and draws on previously acquired formal knowledge, contextualizes it and moulds it according to situations at hand. Thinking about work-based learning in this way raises questions about how such learning can be supported and facilitated.

Creativity—the unconscious foundations of the incubation period

PubMed Central

Ritter, Simone M.; Dijksterhuis, Ap

2014-01-01

Creativity is one of the most important assets we have to navigate through the fast changing world of the 21st century. Anecdotal accounts of creative individuals suggest that oftentimes, creative discoveries result from a process whereby initial conscious thought is followed by a period during which one refrains from task-related conscious thought. For example, one may spend an embarrassing amount of time thinking about a problem when the solution suddenly pops into consciousness while taking a shower. Not only creative individuals but also traditional theories of creativity have put a lot of emphasis on this incubation stage in creative thinking. The aim of the present article is twofold. First, an overview of the domain of incubation and creativity is provided by reviewing and discussing studies on incubation, mind-wandering, and sleep. Second, the causes of incubation effects are discussed. Previously, little attention has been paid to the causes of incubation effects and most findings do not really speak to whether the effects should be explained by unconscious processes or merely by consequences of a period of distraction. In the latter case, there is no need to assume active unconscious processes. The findings discussed in the current article support the idea that it is not merely the absence of conscious thought that drives incubation effects, but that during an incubation period unconscious processes contribute to creative thinking. Finally, practical implications and directions for future research will be discussed. PMID:24782742

Psychoanalytic contributions to the generation of creativity in children.

PubMed

Gottschalk, L A

1981-08-01

This paper describes the major characteristics of the concept of creativity: (1) originality and uniqueness, (2) comprehensibility to others, (3) utility, (4) generalizability to allied and other fields, (5) a capacity for continued and repeated creative outputs in similar and/or different fields, and (6) a capacity to stimulate others to artistic, literary, or scientific originality. Consideration is given to out limited current knowledge of hereditary factors contributing to creativity, in contrast to familial factors which are likely to include environmental contributions. A review follows of psychiatric and psychoanalytic observations on the enhancement or inhibition, during child development, of the innate capacity to be creative in children and adults. In regard to the development of creative prowess, emphasis is placed on the importance of preserving and encouraging the use of primary-process thinking in children so that this mental activity can be called upon at will. Emphasized also is the importance of the availability of examples of creative ability in parental behavior as well as in the kinship and social networks to which the child is exposed. The encouragement of analogical thinking and imagination in children and the development of the ability to turn on and off such mental activity by secondary-process thinking is stressed. Hence, in the enhancement of the creative process in children, catalytic parent-child rearing and exposure to creative people are key elements. Three brief case examples are given in which the creative potential was blocked or inhibited and later released by psychoanalytic psychotherapy.

Adding value to the learning process by online peer review activities: towards the elaboration of a methodology to promote critical thinking in future engineers

NASA Astrophysics Data System (ADS)

Dominguez, Caroline; Nascimento, Maria M.; Payan-Carreira, Rita; Cruz, Gonçalo; Silva, Helena; Lopes, José; Morais, Maria da Felicidade A.; Morais, Eva

2015-09-01

Considering the results of research on the benefits and difficulties of peer review, this paper describes how teaching faculty, interested in endorsing the acquisition of communication and critical thinking (CT) skills among engineering students, has been implementing a learning methodology throughout online peer review activities. While introducing a new methodology, it is important to weight the advantages found and the conditions that might have restrained the activity outcomes, thereby modulating its overall efficiency. Our results show that several factors are decisive for the success of the methodology: the use of specific and detailed orientation guidelines for CT skills, the students' training on how to deliver a meaningful feedback, the opportunity to counter-argument, the selection of good assignments' examples, and the constant teacher's monitoring of the activity. Results also tackle other aspects of the methodology such as the thinking skills evaluation tools (grades and tests) that most suit our reality. An improved methodology is proposed taking in account the encountered limitations, thus offering the possibility to other interested institutions to use/test and/or improve it.

How ineffective family environments can compound maldevelopment of critical thinking skills in childhood abuse survivors.

PubMed

Kostolitz, Alessandra C; Hyman, Scott M; Gold, Steven N

2014-01-01

The high stress of childhood abuse is associated with neurobiological detriments to executive function. Child abuse survivors may also be cognitively and relationally disadvantaged as a result of being raised in emotionally impoverished families that lack cohesion, organization, flexibility, self-expression, and moral and ethical values and fail to provide opportunities for effective learning. A review of literature demonstrates how dysfunctional family of origin environments common to child abuse survivors, concomitant with the extreme stress of overt acts of abuse, can act as a barrier to the development of higher-order critical thinking skills. The article concludes by discussing ramifications of critical thinking skill deficits in child abuse survivors and highlights the importance of integrating and prioritizing critical thinking skills training in treatment.

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

PubMed Central

Elsner, Jamie; Haines, Stuart T.

2013-01-01

Questions have long been used as a teaching tool by teachers and preceptors to assess students’ knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students’ factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments. PMID:24052658

Best practice strategies for effective use of questions as a teaching tool.

PubMed

Tofade, Toyin; Elsner, Jamie; Haines, Stuart T

2013-09-12

Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.

The Medical Ethics Curriculum in Medical Schools: Present and Future.

PubMed

Giubilini, Alberto; Milnes, Sharyn; Savulescu, Julian

2016-01-01

In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students' levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad effects of the "hidden curriculum," teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors' right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course. Copyright 2016 The Journal of Clinical Ethics. All rights reserved.

New media landscapes and the science information consumer

PubMed Central

Brossard, Dominique

2013-01-01

Individuals are increasingly turning to online environments to find information about science and to follow scientific developments. It is therefore crucial for scientists and scientific institutions to consider empirical findings from research in online science communication when thinking about science in the public sphere. After providing a snapshot of the current media landscape, this paper reviews recent major research findings related to science communication in the online environment and their implications for science in the 21st century. Particular emphasis is given to the bias introduced by search engines, the nature of scientific content encountered online, and the potential impact of the Internet on audiences’ knowledge and attitudes toward science. PMID:23940316

Zero-gravity cloud physics.

NASA Technical Reports Server (NTRS)

Hollinden, A. B.; Eaton, L. R.; Vaughan, W. W.

1972-01-01

The first results of an ongoing preliminary-concept and detailed-feasibility study of a zero-gravity earth-orbital cloud physics research facility are reviewed. Current planning and thinking are being shaped by two major conclusions of this study: (1) there is a strong requirement for and it is feasible to achieve important and significant research in a zero-gravity cloud physics facility; and (2) some very important experiments can be accomplished with 'off-the-shelf' type hardware by astronauts who have no cloud-physics background; the most complicated experiments may require sophisticated observation and motion subsystems and the astronaut may need graduate level cloud physics training; there is a large number of experiments whose complexity varies between these two extremes.

Cui bono? A review of breaking the spell: religion as a natural phenomenon by Daniel C. Dennett.

PubMed

Rachlin, Howard

2007-01-01

The three requirements for a Darwinian evolutionary process are replication, variation and selection. Dennett (2006) discusses various theories of how these three processes, especially selection, may have operated in the evolution of religion. He believes that the origins of religion, like the origins of language and music, may be approached scientifically. He hopes that such investigations will open a dialog between science and religion leading to moderation of current religious extremism. One problem with Dennett's program, illustrating the difficulty of breaking away from creationist thinking, is Dennett's own failure to consider how Darwinian methods may be used to study evolution of behavioral patterns over the lifetime of individual organisms.

Current thinking in medical education research: an overview.

PubMed

Elledge, R

2018-04-28

Medical education is fast becoming a separate focus, and together with their clinical commitments, many clinicians now seek higher qualifications and professional accreditation in the field. Research is also developing, and there is a need for evidence-based practice in education, just as in clinical work. This review gives an overview of research into medical education, and explains the fundamentals of educational theory and the specific considerations for the quantitative and qualitative research methods that pertain to it. It also explains the application of these methods to two growing areas of research: technology-enhanced learning (TEL) and normative ethics in training. Copyright © 2018 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved.

From systems biology to systems biomedicine.

PubMed

Antony, Paul M A; Balling, Rudi; Vlassis, Nikos

2012-08-01

Systems Biology is about combining theory, technology, and targeted experiments in a way that drives not only data accumulation but knowledge as well. The challenge in Systems Biomedicine is to furthermore translate mechanistic insights in biological systems to clinical application, with the central aim of improving patients' quality of life. The challenge is to find theoretically well-chosen models for the contextually correct and intelligible representation of multi-scale biological systems. In this review, we discuss the current state of Systems Biology, highlight the emergence of Systems Biomedicine, and highlight some of the topics and views that we think are important for the efficient application of Systems Theory in Biomedicine. Copyright © 2011 Elsevier Ltd. All rights reserved.

My life with nature.

PubMed

Adler, Julius

2011-01-01

After a childhood in Germany and being a youth in Grand Forks, North Dakota, I went to Harvard University, then to graduate school in biochemistry at the University of Wisconsin. Then to Washington University and Stanford University for postdoctoral training in biochemistry and genetics. Then at the University of Wisconsin, as a professor in the Department of Biochemistry and the Department of Genetics, I initiated research on bacterial chemotaxis. Here, I review this research by me and by many, many others up to the present moment. During the past few years, I have been studying chemotaxis and related behavior in animals, namely in Drosophila fruit flies, and some of these results are presented here. My current thinking is described.

At quadrennial geophysics fest, earth scientists think globally

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kerr, R.A.

1995-07-28

This article focuses on two areas of current research interest from the International Union of Geodesy and Geophysics meeting in July 1995. The first is the possible long and unlikely seeming change of connections. Linked are the warm surface of the tropical Pacific Ocean, the atmosphere at the midlatitudes in the Southern Hemisphere and the icy stratosphere over Antarctica where the warming of the sea surface 15 years ago may have set the stage for the Antarctic ozone hole. The second major research research reviewed concerned increases in ultraviolet light. Surface radiation in the DNA-damaging region of the spectrum ismore » increasing by as much as 12% per decade at high latitudes.« less

“Just one animal among many?” Existential phenomenology, ethics, and stem cell research

PubMed Central

2010-01-01

Stem cell research and associated or derivative biotechnologies are proceeding at a pace that has left bioethics behind as a discipline that is more or less reactionary to their developments. Further, much of the available ethical deliberation remains determined by the conceptual framework of late modern metaphysics and the correlative ethical theories of utilitarianism and deontology. Lacking, to any meaningful extent, is a sustained engagement with ontological and epistemological critiques, such as with “postmodern” thinking like that of Heidegger’s existential phenomenology. Some basic “Heideggerian” conceptual strategies are reviewed here as a way of remedying this deficiency and adding to ethical deliberation about current stem cell research practices. PMID:20521117

Endoscopic colloid cyst excision: surgical techniques and nuances.

PubMed

Azab, Waleed Abdelfattah; Najibullah, Mustafa; Yosef, Waleed

2017-06-01

Endoscopic excision of colloid cysts is currently well established as a minimally invasive and highly effective technique that is associated with less morbidity in comparison to microsurgical resection. Operative charts and videos of patients undergoing endoscopic colloid cyst excision were retrieved from the senior author's database of endoscopic procedures and reviewed. This revealed nine trans-foraminal and three trans-septal procedures. Description of the surgical techniques was then formulated. Variation of the technique is based on the specific patho-anatomical features of the colloid cyst being resected. For the trans-foraminal approach, we think that the rotational technique is associated with a more complete removal of the cyst wall and consequently lower recurrence rate.

Understanding and Promoting Thinking about Knowledge: Origins, Issues, and Future Directions of Research on Epistemic Cognition

ERIC Educational Resources Information Center

Sandoval, William A.; Greene, Jeffrey A.; Bråten, Ivar

2016-01-01

Epistemic cognition is the thinking that people do about what and how they know. Education has long been concerned with promoting reflection on knowledge and processes of knowing, but research into epistemic cognition began really in the past half century, with a tremendous expansion in the past 20 years. This review summarizes the broad range of…

Collateral Opportunity for Increased Faculty Collaboration and Development through a Mentored Critical Thinking and Writing Exercise in a Dental School Curriculum

ERIC Educational Resources Information Center

Hoover, Terry E.; Lyon, Lucinda J.

2011-01-01

This essay examines the collateral benefits to faculty from a guided learning literature review project for students. We describe a 3-year continuum of project creation and refinement designed to foster critical thinking and writing for second year dental students at the University of the Pacific Arthur A. Dugoni School of Dentistry. We discuss…

Thinking and Meddling with Boundaries: Critical Reflections on Matthew Weinstein's Narrative of Street Medics, Red-Zones and Glop

ERIC Educational Resources Information Center

Alsop, Steve

2015-01-01

In pursuit of more mindful notions of hybridity, this review essay provides a series of reflections on Mathew Weinstein's representations of Street Medics and "sciences for the red zones of neoliberalism". My analysis draws on three popular ways of thinking with boundaries to offer a critical reading of the boundary-work that the…

Learning Spaces, Agency and Notions of Improvement: What Influences Thinking and Practices about Teaching and Learning in Higher Education? An Interpretive Meta-Ethnography

ERIC Educational Resources Information Center

Savin-Baden, Maggi; McFarland, Lorraine; Savin-Baden, John

2008-01-01

This review sought to locate key themes in the literature on teaching and learning thinking and practices, by examining areas of influence and mapping ideas about the themes of practice, transfer and communities in higher education or related contexts. The findings indicate that issues of pedagogical stance, disjunction, learning spaces, agency,…

Eliciting Student Thinking: Definition, Research Support, and Measurement of the "ETS"® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-06

ERIC Educational Resources Information Center

Qi, Yi; Sykes, Gary

2016-01-01

This report describes and provides research and scholarly support for a core practice of teaching--eliciting student thinking (EST)--that is the target for a performance assessment contributing one component of the "ETS"® National Observational Teaching Examination (NOTE) assessment series. The purpose of this report is to review the…

La efectividad de la educacion a distancia como metodologia en la desarrollo de destrezas de pensamiento (Effectiveness of Distance Education as a Methodology for Developing Thinking Skills).

ERIC Educational Resources Information Center

Melendez Alicea, Juan

1992-01-01

Presents steps taken in designing, justifying, and implementing an experimental study designed to investigate the effectiveness of distance education as a methodology for developing thinking skills. A discussion reviews major findings of the study by comparing student experiences from multimedia distance education and student experiences from…

Critical thinking in patient centered care.

PubMed

Mitchell, Shannon H; Overman, Pamela; Forrest, Jane L

2014-06-01

Health care providers can enhance their critical thinking skills, essential to providing patient centered care, by use of motivational interviewing and evidence-based decision making techniques. The need for critical thinking skills to foster optimal patient centered care is being emphasized in educational curricula for health care professions. The theme of this paper is that evidence-based decision making (EBDM) and motivational interviewing (MI) are tools that when taught in health professions educational programs can aid in the development of critical thinking skills. This paper reviews the MI and EBDM literature for evidence regarding these patient-centered care techniques as they relate to improved oral health outcomes. Comparisons between critical thinking and EBDM skills are presented and the EBDM model and the MI technique are briefly described followed by a discussion of the research to date. The evidence suggests that EBDM and MI are valuable tools; however, further studies are needed regarding the effectiveness of EBDM and MI and the ways that health care providers can best develop critical thinking skills to facilitate improved patient care outcomes. Copyright © 2014 Elsevier Inc. All rights reserved.

Contemporary perspectives on psychosomatics in Germany: A commentary on Karen Gubb's paper, "Psychosomatics today: a review of contemporary theory and practice".

PubMed

Frommer, Jörg

2013-02-01

Karen Gubb's (2013) review focuses on contemporary developments in psychoanalytic theory and practice in relation to psychosomatics, starting with some historical remarks, and Paris School with the Attachment approach. This paper examines the question of how the German scene fits into the issues raised in Gubb's discussion. From a historical point of view, psychosomatic thinking had already come into existence at the beginning of the twentieth century in internal medicine, influenced not only by Freud's ideas, but also by holistic philosophical approaches, anthropology, and semiotic systems theory as well. Psychosomatics is still under the influence of psychodynamic thinking, but as a required subject for all medical students, it is currently more involved in inpatient treatment settings than in psychoanalyses in the classical couch setting. Research projects using standardized questionnaires, neuroimaging, and other empirical methods have also proved that these treatments are as effective as therapy based on psychoanalytic concepts like alexithymia or the Attachment approach. In addition, qualitative methods have been implemented to grasp the fine-grained conscious and unconscious processes in the inner life of patients and in the verbal and nonverbal interaction phenomena of therapies. To sum up: Recent developments in psychoanalytic theory, which begin to overcome the differences among psychoanalytic schools in favor of re-erecting a common psychoanalytic understanding like that demonstrated in Gubb's article, fit together in bridging the gap between insights from classical psychoanalyses and results from empirical research.

Nurse educators’ perceptions of critical thinking in developing countries: Ghana as a case study

PubMed Central

Boso, Christian Makafui; Gross, Janet J

2015-01-01

The ability to critically evaluate information for the purpose of rendering health care is a prerequisite for modern nurses in a complex and ever-changing health care environment. The nurse educators’ perceptions influence the utilization of critical thinking strategies in the classroom. The purpose of this study was to assess nursing faculty’s perceptions of critical thinking. Using a questionnaire 106 nurse educators from two types of nursing educational program self-reported their perceptions. Data were collected from November 2013 to March 2014. Results were presented using frequencies, percentages, and t-test. The findings revealed that majority (95.3%) of nurse educators could not provide definitions that captured both affective and cognitive aspects of critical thinking. However, the majority of nurse educators had positive perceptions of critical thinking. Nurse educators in universities had more positive perceptions of critical thinking than those in the nurses’ training colleges (P=0.007). The results suggested that the current nursing programs are not preparing nurses with the necessary critical thinking skills for the complex health care environment. Professional development programs in critical thinking should be instituted for nurse educators to assist them in developing appropriate teaching strategies to foster students’ acquisition of critical thinking skills. PMID:26379453

Imbalance between abstract and concrete repetitive thinking modes in schizophrenia.

PubMed

Maurage, Pierre; Philippot, Pierre; Grynberg, Delphine; Leleux, Dominique; Delatte, Benoît; Mangelinckx, Camille; Belge, Jan-Baptist; Constant, Eric

2017-10-01

Repetitive thoughts can be divided in two modes: abstract/analytic (decontextualized and dysfunctional) and concrete/experiential (problem-focused and adaptive). They constitute a transdiagnostic process involved in many psychopathological states but have received little attention in schizophrenia, as earlier studies only indexed increased ruminations (related to dysfunctional repetitive thoughts) without jointly exploring both modes. This study explored the two repetitive thinking modes, beyond ruminations, to determine their imbalance in schizophrenia. Thirty stabilized patients with schizophrenia and 30 matched controls completed the Repetitive Response Scale and the Mini Cambridge-Exeter Repetitive Thought Scale, both measuring repetitive thinking modes. Complementary measures related to schizophrenic symptomatology, depression and anxiety were also conducted. Compared to controls, patients with schizophrenia presented an imbalance between repetitive thinking modes, with increased abstract/analytic and reduced concrete/experiential thoughts, even after controlling for comorbidities. Schizophrenia is associated with stronger dysfunctional repetitive thoughts (i.e. abstract thinking) and impaired ability to efficiently use repetitive thinking for current problem-solving (i.e. concrete thinking). This imbalance confirms the double-faced nature of repetitive thinking modes, whose influence on schizophrenia's symptomatology should be further investigated. The present results also claim for evaluating these processes in clinical settings and for rehabilitating the balance between opposite repetitive thinking modes. Copyright © 2017 Elsevier Inc. All rights reserved.

Defining Computational Thinking for Mathematics and Science Classrooms

NASA Astrophysics Data System (ADS)

Weintrop, David; Beheshti, Elham; Horn, Michael; Orton, Kai; Jona, Kemi; Trouille, Laura; Wilensky, Uri

2016-02-01

Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics.

The Relationship between Critical Thinking and EFL Learners' Speaking Ability

ERIC Educational Resources Information Center

Ramezani, Raana; Larsari, Ebrahim Ezzati; Kiasi, Mohammad Aghajanzadeh

2016-01-01

The current study sought to investigate the relationship between critical thinking and speaking ability among EFL students at Payame Noor University (PNU) of Rasht. This research concerned determining the fact that whether language students who are as critical thinker, perform better in their speaking ability or not. In order to answer the…

Thinking Beyond Numbers: Learning Numeracy for the Future Workplace. Support Document

ERIC Educational Resources Information Center

Marr, Beth; Hagston, Jan

2007-01-01

The use, learning and transfer of workplace numeracy skills, as well as current understandings of the term numeracy, are examined in this study. It also highlights the importance of numeracy as an essential workplace skill. "Thinking Beyond Numbers: Learning Numeracy for the Future Workplace" challenges the training system and training…

Nice Thinking! an Educational Intervention That Teaches Children to Think Gratefully

ERIC Educational Resources Information Center

Froh, Jeffrey J.; Bono, Giacomo; Fan, Jinyan; Emmons, Robert A.; Henderson, Katherine; Harris, Cheray; Leggio, Heather; Wood, Alex M.

2014-01-01

Gratitude is essential to social life and well-being. Although research with youth populations has gained momentum recently, only two gratitude interventions have been conducted in youth, targeting mostly adolescents. In the current research, we tested a new intervention for promoting gratitude among the youngest children targeted to date.…

Setting the Mood for Critical Thinking in the Classroom

ERIC Educational Resources Information Center

Lewine, Rich; Sommers, Alison; Waford, Rachel; Robertson, Catherine

2015-01-01

Most current efforts to enhance critical thinking focus on skills practice and training. The empirical research from the fields of cognition and affect sciences suggest that positive mood, even when transiently induced, can have beneficial effects on cognitive flexibility and problem solving. We undertook this study to test this hypothesis in a…

An Evaluation of Critical Thinking Competencies in Business Settings

ERIC Educational Resources Information Center

Dwyer, Christopher P.; Boswell, Amy; Elliott, Mark A.

2015-01-01

Although critical thinking (CT) skills are usually considered as domain general (Gabbenesch, 2006; Halpern, 2003), CT ability may benefit from expertise knowledge and skill. The current study examined both general CT ability and CT ability related to business scenarios for individuals (a) expert in business, (b) novice in business, and (c) with no…

Improving the Past and the Future: A Temporal Asymmetry in Hypothetical Thinking

ERIC Educational Resources Information Center

Ferrante, Donatella; Girotto, Vittorio; Straga, Marta; Walsh, Clare

2013-01-01

Current views of hypothetical thinking implicitly assume that the content of imaginary thoughts about the past and future should be the same. Two experiments show that, given the same experienced facts of reality, future imagination may differ from past reconstruction. When participants failed a task, their counterfactual thoughts focused on…

The Relationships between Critical Thinking Skills and Learning Styles of Gifted Students

ERIC Educational Resources Information Center

Dilekli, Yalçin

2017-01-01

The current study investigates the relationship between critical thinking skills and learning styles of mentally gifted students. The participants were 225 gifted students in Turkey attending Science and Art Centres which are after-school activity centers for mentally gifted students. Participants were 9-15 years old and were attending secondary…

The Impact of a Capstone Farm Management Course on Critical Thinking Abilities

ERIC Educational Resources Information Center

Perry, Dustin K.; Paulsen, Thomas H.; Retallick, Michael S.

2015-01-01

Current research demonstrates a need to explore the effects of specific course designs or directed activities on higher education students' critical thinking abilities. Specifically, such research on the effect of an experiential learning-based capstone course is limited. All students (N = 54) enrolled in a capstone farm management course…

The Need to Introduce System Thinking in Teaching Climate Change

ERIC Educational Resources Information Center

Roychoudhury, Anita; Shepardson, Daniel P.; Hirsch, Andrew; Niyogi, Devdutta; Mehta, Jignesh; Top, Sara

2017-01-01

Research related to teaching climate change, system thinking, current reform in science education, and the research on reform-oriented assessment indicate that we need to explore student understanding in greater detail instead of only testing for an incremental gain in disciplinary knowledge. Using open-ended items we assessed details in student…

Navigating Dilemmas in Transforming Assessment Practices: Experiences of Mathematics Teachers in Ontario, Canada

ERIC Educational Resources Information Center

Suurtamm, Christine; Koch, Martha J.

2014-01-01

Current thinking encourages teachers to incorporate a range of assessment practices that are responsive to student thinking and promote student learning. At the same time, teachers are situated in a landscape of accountability, where they are often seen as technicians who implement prescribed curriculum, policies, and procedures with success…

Education in the New Millennium: The Case for Design-Based Learning

ERIC Educational Resources Information Center

Lee, Hyun-Kyung; Breitenberg, Mark

2010-01-01

This article focuses on current examples of project or design-based learning at the secondary school level in the context of the increasing importance of creativity and innovative thinking in the twenty-first century. The authors argue that students today learn more effectively in pedagogical practices that emphasise holistic thinking, active…

Toward a Pedagogy of Border Thinking: Building on Latin@ Students' Subaltern Knowledge

ERIC Educational Resources Information Center

Cervantes-Soon, Claudia G.; Carrillo, Juan F.

2016-01-01

Based on Walter Mignolo's (2000) notion of border thinking, that is, the subaltern knowledge generated from the exterior borders of the modern/colonial world system, this article extends current conceptual frameworks for the implementation of a decolonizing border pedagogy with Latin@ students in secondary schools. In particular, Cervantes-Soon…

Assessing Aspects of Creativity in Deaf and Hearing High School Students

ERIC Educational Resources Information Center

Stanzione, Christopher M.; Perez, Susan M.; Lederberg, Amy R.

2013-01-01

To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also…

Professional Development on a Shoestring

ERIC Educational Resources Information Center

Young, Terrence E., Jr.; Harvey, Carl A., II

2010-01-01

Summer is nearly here, and school librarians will have a little more time to catch up with the current thinking in the world of school libraries. There are many options--both traditional and nontraditional--for learning about some of the latest thinking in the profession. In this article, the authors have chosen several available formats and…

Decoding the Disciplines: An Approach to Scientific Thinking

ERIC Educational Resources Information Center

Pinnow, Eleni

2016-01-01

The Decoding the Disciplines methodology aims to teach students to think like experts in discipline-specific tasks. The central aspect of the methodology is to identify a bottleneck in the course content: a particular topic that a substantial number of students struggle to master. The current study compared the efficacy of standard lecture and…

Good Thinking or Gut Feeling? Cognitive Reflection and Intuition in Traders, Bankers and Financial Non-Experts

PubMed Central

Thoma, Volker; White, Elliott; Panigrahi, Asha; Strowger, Vanessa; Anderson, Irina

2015-01-01

The current study investigated differences in decision-making style and risk-taking between financial traders, non-trading bank employees, and people not working in finance. Traders scored significantly higher than participants in the other two groups on the cognitive reflection test (CRT) which measures the tendency to inhibit automatic but frequently false responses in reasoning tasks. Scores for traders compared to people outside the banking sector were also higher on a self-rated scale for reflective thinking in decision-making, but there were no differences in self-rated intuitive thinking between groups. Financial risk-taking correlated with cognitive reflection scores and was significantly lower in the non-expert group compared to the other groups working in financial services. Traders in the current study showed no elevated preference to use ‘intuition’ in their decision-making compared to other groups. Overall, these results indicate that compared to non-expert participants financial traders have a higher self-rated tendency for reflective thinking and a greater propensity to inhibit the use of mental shortcuts (heuristics) in decision-making. PMID:25875674

Framework See-Think as a Tool for Crowdsourcing Support - Case Study on Crisis Management

NASA Astrophysics Data System (ADS)

Netek, R.; Panek, J.

2016-06-01

See-Think-Do is a framework originally used as an approach focused on a service and product marketing on the Internet. Customers can be classified into three groups according to their involvement from potential users to real customers. The article presents an idea of public involvement in community mapping in three levels: "See"—almost any user; "Think"—potential contributors; and "Do"—interested users. The case study implements the See-Think-Do framework as an awareness-based approach used for The Crisis Map of the Czech Republic. It is an Ushahidi-based crowdsourcing platform for sharing spatial and multimedia information during crisis situations, e.g. disaster floods in 2013. While the current crisis projects use public mapping just at the onset of the disaster, according to See-Think-Do any user can be considered as a potential contributor even during the dormant period. The focus is put on the "See" and "Think" groups of contributors, which are currently ignored. The objective of this paper is to summarize approaches (social networks, mass-media, emailing, gamification, …) and tools (GIT/GIS, ICT, multimedia) for increasing the awareness about the project within the resting phase. That recruits a higher number of both active and passive users during the disaster. It allows the training in ICT, cartographical, spatial and GIS skills in a non-stressful way and the targeting on specific operators. Volunteers from the "Think" group may be used for data processing or rectification, GIS professionals from the "Do" group for data verification. The results refer that contributors with already established skills and required literacy (interface, data uploading) provide data faster and more accurate, the usability of the project increases based on users' comments.

Are suicidal thoughts reinforcing? A preliminary real-time monitoring study on the potential affect regulation function of suicidal thinking.

PubMed

Kleiman, Evan M; Coppersmith, Daniel D L; Millner, Alexander J; Franz, Peter J; Fox, Kathryn R; Nock, Matthew K

2018-05-01

Theoretical work and clinical observation suggest that many patients experience relief from negative affect after thinking about suicide, which may increase the likelihood of future suicidal thoughts. Accordingly, our objective was to examine whether the occurrence of suicidal thinking was followed by decreased negative affect and increased positive affect. Participants were 43 adults who attempted suicide at least once in the past year (78% female, 78% White, M age = 23.28 years, SD age = 4.38 years) who completed 28 days of smartphone-based real-time monitoring, where they were signaled four times/day to report on current affect and whether they were having suicidal thoughts. Participants could initiate a survey whenever they had a suicidal thought. First, we examined changes in affect that occurred when suicidal thinking at the current time (T) but not at T + 1 (approximately 4-8 h later). Negative affect decreased and positive affect increased when participants went from a period when they were experiencing suicidal thoughts to a period where they were not. Second, to assess the time course of changes in affect, we examined changes in affect before and after participant-initiated reports of suicidal thinking. Positive affect increased and sadness decreased. Given its preliminary nature, the study has some limitations including insufficient power to expand beyond a 4-8 h timespan. Findings provide preliminary evidence that suicidal thinking leads to shifts in affect. These shifts in affect may be reinforcing, helping to explain (in part) why suicidal thinking is so persistent for some patients. Copyright © 2018 Elsevier B.V. All rights reserved.

Systematic Reviews of Research in Education: Aims, Myths and Multiple Methods

ERIC Educational Resources Information Center

Gough, David; Thomas, James

2016-01-01

Systematic reviews are still a controversial topic in some quarters, with the arguments for and against their use being well-rehearsed. In an attempt to advance a more nuanced approach to thinking about systematic reviewing, this paper illustrates the wide range of theoretical perspectives, methodologies and purposes that underpin the vast range…

Using chaos theory: the implications for nursing.

PubMed

Haigh, Carol

2002-03-01

The purpose of this paper is to review chaos theory and to examine the role that it may have in the discipline of nursing. In this paper, the fundamental ingredients of chaotic thinking are outlined. The earlier days of chaos thinking were characterized by an almost exclusively physiological focus. By the 21st century, nurse theorists were applying its principles to the organization and evaluation of care delivery with varying levels of success. Whilst the biological use of chaos has focused on pragmatic approaches to knowledge enhancement, nursing has often focused on the mystical aspects of chaos as a concept. The contention that chaos theory has yet to find a niche within nursing theory and practice is examined. The application of chaotic thinking across nursing practice, nursing research and statistical modelling is reviewed. The use of chaos theory as a way of identifying the attractor state of specific systems is considered and the suggestion is made that it is within statistical modelling of services that chaos theory is most effective.

Think tank (2) Its development and the current situation of the key organizations in Japan

NASA Astrophysics Data System (ADS)

Obara, Michio

There were some think tank businesses in Japan before the war. South Manchuria Railway Company established its Research Department for the purpose of getting power to control Manchuria as a colony, and got the good results. Think tank business was flourishing three times after the war. This business attracts much attention when the social and economic paradigm is going to change. Among the key large-scale think tanks in Japan, Nomura Research Institute, Ltd. (NRI) was the first to enhance the system functions by the merger, and posted think tank function up in the SI business. Mitsubishi Research Institute, Inc. (MRI) intends to be an orthodox think tank, and established an advanced research institute and the laboratory for R&D. Daiwa Institute of Research, Ltd. (DIR) focuses on economic forecast by using system. Fuji Research Institute. Corp. (FUJI RIC) focuses on survey and policy proposing in macro-economics, and analyzing technology. The Japan Research Institute, Ltd. (JRI) focuses on regional development, and R&D in advanced technology.

Towards an understanding of Internet-based problem shopping behaviour: The concept of online shopping addiction and its proposed predictors

PubMed Central

ROSE, SUSAN; DHANDAYUDHAM, ARUN

2014-01-01

Background: Compulsive and addictive forms of consumption and buying behaviour have been researched in both business and medical literature. Shopping enabled via the Internet now introduces new features to the shopping experience that translate to positive benefits for the shopper. Evidence now suggests that this new shopping experience may lead to problematic online shopping behaviour. This paper provides a theoretical review of the literature relevant to online shopping addiction (OSA). Based on this selective review, a conceptual model of OSA is presented. Method: The selective review of the literature draws on searches within databases relevant to both clinical and consumer behaviour literature including EBSCO, ABI Pro-Quest, Web of Science – Social Citations Index, Medline, PsycINFO and Pubmed. The article reviews current thinking on problematic, and specifically addictive, behaviour in relation to online shopping. Results: The review of the literature enables the extension of existing knowledge into the Internet-context. A conceptual model of OSA is developed with theoretical support provided for the inclusion of 7 predictor variables: low self-esteem, low self-regulation; negative emotional state; enjoyment; female gender; social anonymity and cognitive overload. The construct of OSA is defined and six component criteria of OSA are proposed based on established technological addiction criteria. Conclusions: Current Internet-based shopping experiences may trigger problematic behaviours which can be classified on a spectrum which at the extreme end incorporates OSA. The development of a conceptual model provides a basis for the future measurement and testing of proposed predictor variables and the outcome variable OSA. PMID:25215218

Towards an understanding of Internet-based problem shopping behaviour: The concept of online shopping addiction and its proposed predictors.

PubMed

Rose, Susan; Dhandayudham, Arun

2014-06-01

Compulsive and addictive forms of consumption and buying behaviour have been researched in both business and medical literature. Shopping enabled via the Internet now introduces new features to the shopping experience that translate to positive benefits for the shopper. Evidence now suggests that this new shopping experience may lead to problematic online shopping behaviour. This paper provides a theoretical review of the literature relevant to online shopping addiction (OSA). Based on this selective review, a conceptual model of OSA is presented. The selective review of the literature draws on searches within databases relevant to both clinical and consumer behaviour literature including EBSCO, ABI Pro-Quest, Web of Science - Social Citations Index, Medline, PsycINFO and Pubmed. The article reviews current thinking on problematic, and specifically addictive, behaviour in relation to online shopping. The review of the literature enables the extension of existing knowledge into the Internet-context. A conceptual model of OSA is developed with theoretical support provided for the inclusion of 7 predictor variables: low self-esteem, low self-regulation; negative emotional state; enjoyment; female gender; social anonymity and cognitive overload. The construct of OSA is defined and six component criteria of OSA are proposed based on established technological addiction criteria. Current Internet-based shopping experiences may trigger problematic behaviours which can be classified on a spectrum which at the extreme end incorporates OSA. The development of a conceptual model provides a basis for the future measurement and testing of proposed predictor variables and the outcome variable OSA.

Educating psychotherapy supervisors.

PubMed

Watkins, C Edward

2012-01-01

What do we know clinically and empirically about the education of psychotherapy supervisors? In this paper, I attempt to address that question by: (1) reviewing briefly current thinking about psychotherapy supervisor training; and (2) examining the available research where supervisor training and supervision have been studied. The importance of such matters as training format and methods, supervision topics for study, supervisor development, and supervisor competencies are considered, and some prototypical, competency-based supervisor training programs that hold educational promise are identified and described. Twenty supervisor training studies are critiqued, and their implications for practice and research are examined. Based on this review of training programs and research, the following conclusions are drawn: (1) the clinical validity of supervisor education appears to be strong, solid, and sound, (2) although research suggests that supervisor training can have value in stimulating the development of supervisor trainees and better preparing them for the supervisory role, any such base of empirical support or validity should be regarded as tentative at best; and (3) the most formidable challenge for psychotherapy supervisor education may well be correcting the imbalance that currently exists between clinical and empirical validity and "raising the bar" on the rigor, relevance, and replicability of future supervisor training research.

Psychosocial factors and their role in chronic pain: A brief review of development and current status

PubMed Central

Innes, Stanley I

2005-01-01

The belief that pain is a direct result of tissue damage has dominated medical thinking since the mid 20th Century. Several schools of psychological thought proffered linear causal models to explain non-physical pain observations such as phantom limb pain and the effects of placebo interventions. Psychological research has focused on identifying those people with acute pain who are at risk of transitioning into chronic and disabling pain, in the hope of producing better outcomes. Several multicausal Cognitive Behavioural models dominate the research landscape in this area. They are gaining wider acceptance and some aspects are being integrated and implemented into a number of health care systems. The most notable of these is the concept of Yellow Flags. The research to validate the veracity of such programs has not yet been established. In this paper I seek to briefly summarize the development of psychological thought, both past and present, then review current cognitive-behavioural models and the available supporting evidence. I conclude by discussing these factors and identifying those that have been shown to be reliable predictors of chronicity and those that may hold promise for the future. PMID:15967055

Nonliteral language in Alzheimer dementia: a review.

PubMed

Rapp, Alexander M; Wild, Barbara

2011-03-01

The use of nonliteral language in clinical assessment, especially testing the patients' ability to interpret proverbs, has a long tradition in psychiatry. However, its diagnostic sensitivity and specificity in dementias is not yet clear. The aim of this review article is to examine the current evidence on nonliteral/figurative language (proverb, metaphor, metonymy, idiom, irony, sarcasm) comprehension in Alzheimer's disease and related disorders. A comprehensive literature search identified 25 studies (16 proverb, 3 metaphor, 0 metonymy, 5 idiom, 3 sarcasm) on nonliteral language comprehension in dementia. Studies predominantly indicate a deficit. Most studies investigated Alzheimer's dementia. Applied correctly, nonliteral language is a worthwhile diagnostic tool to evaluate language and abstract thinking in dementias. During assessment, familiarity testing (e.g., by asking "are you familiar with the proverb XY") is obligatory. Still, future research is needed in several areas: evidence on decline of nonliteral language over the course of the illness is limited. So far, almost no studies delineated proverb comprehension in high risk populations such as patients with mild cognitive impairment. Currently, there is a lack of studies addressing performance in direct comparison to relevant differential diagnosis like older-age depression, delirium, brain lesion, or other psychiatric conditions.

Is Episodic Future Thinking Important for Instrumental Activities of Daily Living? A Study in Neurological Patients and Healthy Older Adults.

PubMed

Brunette, Amanda M; Calamia, Matthew; Black, Jenah; Tranel, Daniel

2018-06-11

Episodic future thinking is the ability to mentally project oneself into the future. This construct has been explored extensively in cognitive neuroscience and may be relevant for adaptive functioning. However, it has not been determined whether the measurement of episodic future thinking might be valuable in a clinical neuropsychological setting. The current study investigated (1) the relationship between episodic future thinking and instrumental activities of daily living (IADLs); and (2) whether episodic future thinking is related to IADLs over and above standard measures of cognition. Sixty-one older adults with heterogeneous neurological conditions and 41 healthy older adults completed a future thinking task (the adapted Autobiographical Interview), a performance-based measure of instrumental activities of daily living (the Independent Living Scales), and standard clinical measures of memory and executive functioning. Episodic future thinking significantly predicted IADLs after accounting for age, education, gender, and depression (increase in R2 = .050, p = .010). Episodic future thinking significantly predicted IADLs over and above executive functioning (increase in R2 = .025, p = .030), but was not predictive of IADLs over and above memory (p = .157). This study suggests that episodic future thinking is significantly associated with IADLs, beyond what can be accounted for by executive functioning. However, episodic future thinking did not predict IADLs over and above memory. Overall, there is limited evidence for the clinical utility of episodic future thinking. The findings suggest that an episodic future thinking task does not provide enough valuable information about IADLs to justify its inclusion in a clinical neuropsychological setting.

Thinking in Pictures as a cognitive account of autism.

PubMed

Kunda, Maithilee; Goel, Ashok K

2011-09-01

We analyze the hypothesis that some individuals on the autism spectrum may use visual mental representations and processes to perform certain tasks that typically developing individuals perform verbally. We present a framework for interpreting empirical evidence related to this "Thinking in Pictures" hypothesis and then provide comprehensive reviews of data from several different cognitive tasks, including the n-back task, serial recall, dual task studies, Raven's Progressive Matrices, semantic processing, false belief tasks, visual search, spatial recall, and visual recall. We also discuss the relationships between the Thinking in Pictures hypothesis and other cognitive theories of autism including Mindblindness, Executive Dysfunction, Weak Central Coherence, and Enhanced Perceptual Functioning.

Identifying critical thinking indicators and critical thinker attributes in nursing practice.

PubMed

Chao, Shu-Yuan; Liu, Hsing-Yuan; Wu, Ming-Chang; Clark, Mary Jo; Tan, Jung-Ying

2013-09-01

Critical thinking is an essential skill in the nursing process. Although several studies have evaluated the critical thinking skills of nurses, there is limited information related to the indicators of critical thinking or evaluation of critical thinking in the context of the nursing process. This study investigated the potential indicators of critical thinking and the attributes of critical thinkers in clinical nursing practice. Knowledge of these indicators can aid the development of tools to assess nursing students' critical thinking skills. The study was conducted between September 2009 and August 2010. In phase 1, a literature review and four focus groups were conducted to identify the indicators of critical thinking in the context of nursing and the attributes of critical thinkers. In phase 2, 30 nursing professionals participated in a modified Delphi research survey to establish consensus and the appropriateness of each indicator and attribute identified in phase 1. We identified 37 indicators of critical thinking and 10 attributes of critical thinkers. The indicators were categorized into five subscales within the context of the nursing process toreflect nursing clinical practice: assessment, 16 indicators of ability to apply professional knowledge and skills to analyze and interpret patient problems; diagnosis, five indicators of ability to propose preliminary suppositions; planning, five indicators of ability to develop problem-solving strategies; implementation, five indicators of ability to implement planning; and evaluation, six indicators of ability to self-assess and reflect. The study operationalized critical thinking into a practical indicator suitable for nursing contexts in which critical thinking is required for clinical problem solving. Identified indicators and attributes can assist clinical instructors to evaluate student critical thought skills and development-related teaching strategies.

Experiences that develop the ability to think strategically.

PubMed

Goldman, Ellen; Cahill, Terrence; Filho, Rubens Pessanha

2009-01-01

The ability to think strategically is an admired and a sought-after leadership requirement, yet we know little about how it develops. The purpose of this study is to identify specific experiences that contribute to the development of an individual's ability to think strategically. We identified eight work experiences, including different types of organizational projects, processes, and relationships, that contribute to an individual's strategic thinking ability. We also delineate specific characteristics material to each experience. These characteristics indicate that considerable time and focus are required to develop the ability to think strategically. In addition, the experiences are not all accessed equally: Women are less likely to have nonrelational experiences, while chief executive officers are more likely to have the most challenging ones. In addition, we found differences regarding work-related continuing education activities. Respondents rated nonhealthcare conferences and reading behind all other identified experiences that contribute to strategic thinking ability. Individuals can implement several strategies to improve their strategic thinking ability, including deliberately incorporating the requisite experiences into their development plans, ensuring that the experiences incorporate the required characteristics, and improving the benefit received from attending educational programs in nonhealthcare industries. Organizations can implement several strategies to ensure the experiences are as effective as possible, such as appraising gender differences across the experiences and reviewing the organization's strategic planning processes for the characteristics that best encourage strategic thinking.

Continuity and Change in the Field of Congitive Development and in the Perspectives of One Cognitive Developmentalist

ERIC Educational Resources Information Center

Siegler, Robert S.

2016-01-01

In this article, I examine changes in the field of cognitive development and in my own thinking over the past 40 years. The review focuses on three periods. In the first, Piaget's theory was dominant, and my research and that of many others was aimed at understanding the many fascinating changes in children's thinking that Piaget documented and at…

Developing scholarly thinking using mind maps in graduate nursing education.

PubMed

Kotcherlakota, Suhasini; Zimmerman, Lani; Berger, Ann M

2013-01-01

Two broad issues that beginning graduate nursing students face are identifying a research focus and learning how to organize complex information. Developing a mind map is 1 strategy to help students clarify their thinking and lay the foundation for in-depth expertise related to their research focus, review of the literature, and conceptual framework. The authors discuss their use of mind mapping combined with feedback using a fishbowl technique.

Accumulation of Content Validation Evidence for the Critical Thinking Self-Assessment Scale.

PubMed

Nair, Girija Gopinathan; Hellsten, Laurie-Ann M; Stamler, Lynnette Leeseberg

2017-04-01

Critical thinking skills (CTS) are essential for nurses; assessing students' acquisition of these skills is a mandate of nursing curricula. This study aimed to develop a self-assessment instrument of critical thinking skills (Critical Thinking Self-Assessment Scale [CTSAS]) for students' self-monitoring. An initial pool of 196 items across 6 core cognitive skills and 16 subskills were generated using the American Philosophical Association definition of CTS. Experts' content review of the items and their ratings provided evidence of content relevance using the item-level content validity index (I-CVI) and Aiken's content validity coefficient (VIk). 115 items were retained (range of I-CVI values = .70 to .94 and range of VIk values = .69-.95; significant at p< .05). The CTSAS is the first CTS instrument designed specifically for self-assessment purposes.

What proverb understanding reveals about how people think.

PubMed

Gibbs, R W; Beitel, D

1995-07-01

The ability to understand proverbial sayings, such as a rolling stone gathers no moss, has been of great interest to researchers in many areas of psychology. Most psychologists assume that understanding the figurative meanings of proverbs requires various kinds of higher order cognitive abilities. The authors review the findings on proverb interpretation to examine the question of what proverb use and understanding reveals about the ways normal and dysfunctional individuals think. The widely held idea that failure to provide a figurative interpretation of a proverb necessarily reflects a deficit in specialized abstract thinking is rejected. Moreover, the ability to correctly explain what a proverb means does not necessarily imply that an individual can think abstractly. Various empirical evidence, nonetheless, suggests that the ability to understand many proverbs reveals the presence of metaphorical schemes that are ubiquitous in everyday thought.

Data Integrity-A Study of Current Regulatory Thinking and Action.

PubMed

Shafiei, Nader; De Montardy, Regis; Rivera-Martinez, Edwin

2015-01-01

In reaction to breaches of data integrity in the pharmaceutical industry, regulatory authorities have introduced inspection approaches or initiatives with the aim of reducing occurrences of data integrity problems. This review article-based on study of 65 cases of regulatory action from 2002 to 2014-provides an overview of current regulatory thinking and action on breaches of data integrity affecting GxP (health-related regulations) processes supporting non-clinical studies, clinical studies, laboratory controls, and production controls. These case studies largely represent position of the U.S. Food and Drug Administration and the regulatory agencies affiliated with the European Medicines Agency. Also discussed is the role of human factors as a potential source of data integrity problems. The article concludes by recommending some remedial controls that could be established to avoid or reduce occurrences of data integrity problems.Lay Abstract: In fulfilling their mission to protect public health, regulatory agencies (e.g., U.S. Food and Drug Administration, European Medicines Agency) must establish confidence that medical products they approve are fit for their intended use. In so doing they rely on scientific and operational data generated during research, development, manufacturing, sales, marketing, distribution, and post-marketing surveillance activities. The level of confidence they build is directly proportional to the scientific validity and integrity of data presented to them by the sponsors of medical products. In this article we present analysis of 65 case studies that document regulatory action taken by various regulatory agencies on breach of data integrity between 2002 and 2014. The ensuing discussion on current trends largely represents position of the U.S. Food and Drug Administration and European Medicines Agency. The article concludes by proposing some remedial controls that could be established by pharmaceutical companies to avoid or reduce occurrences of data integrity problems. © PDA, Inc. 2015.

Cognitive-emotional decision making (CEDM): a framework of patient medical decision making.

PubMed

Power, Tara E; Swartzman, Leora C; Robinson, John W

2011-05-01

Assistance for patients faced with medical decisions has largely focussed on the clarification of information and personal values. Our aim is to draw on the decision research describing the role of emotion in combination with health behaviour models to provide a framework for conceptualizing patient decisions. A review of the psychological and medical decision making literature concerned with the role of emotion/affect in decision making and health behaviours. Emotion plays an influential role in decision making. Both current and anticipated emotions play a motivational role in choice. Amalgamating these findings with that of Leventhal's (1970) SRM provide a framework for thinking about the influence of emotion on a patient medical decision. Our framework suggests that a patient must cope with four sets of elements. The first two relate to the need to manage the cognitive and emotional aspects of the health threat. The second set relate to the management of the cognitive and emotional elements of the decision, itself. The framework provides a way for practitioners and researchers to frame thinking about a patient medical decision in order to assist the patient in clarifying decisional priorities. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Thinking Outside the Box: Orbitofrontal Cortex, Imagination, and How We Can Treat Addiction.

PubMed

Schoenbaum, Geoffrey; Chang, Chun-Yun; Lucantonio, Federica; Takahashi, Yuji K

2016-12-01

Addiction involves an inability to control drug-seeking behavior. While this may be thought of as secondary to an overwhelming desire for drugs, it could equally well reflect a failure of the brain mechanisms that allow addicts to learn about and mentally simulate non-drug consequences. Importantly, this process of mental simulation draws upon, but is not normally bound by, our past experiences. Rather we have the ability to think outside the box of our past, integrating knowledge gained from a variety of similar and not-so-similar life experiences to derive estimates or imagine what might happen next. These estimates influence our current behavior directly and also affect future behavior by serving as the background against which outcomes are evaluated to support learning. Here we will review evidence, from our own work using a Pavlovian over-expectation task as well as from other sources, that the orbitofrontal cortex is a critical node in the neural circuit that generates these estimates. Further we will offer the specific hypothesis that degradation of this function secondary to drug-induced changes is a critical and likely addressable part of addiction.

Histological, molecular and functional subtypes of breast cancers

PubMed Central

Malhotra, Gautam K; Zhao, Xiangshan; Band, Hamid

2010-01-01

Increased understanding of the molecular heterogeneity that is intrinsic to the various subtypes of breast cancer will likely shape the future of breast cancer diagnosis, prognosis and treatment. Advances in the field over the last several decades have been remarkable and have clearly translated into better patient care as evidenced by the earlier detection, better prognosis and new targeted therapies. There have been two recent advances in the breast cancer research field that have lead to paradigm shifts: first, the identification of intrinsic breast tumor subtypes, which has changed the way we think about breast cancer and second, the recent characterization of cancer stem cells (CSCs), which are suspected to be responsible for tumor initiation, recurrence and resistance to therapy. These findings have opened new exciting avenues to think about breast cancer therapeutic strategies. While these advances constitute major paradigm shifts within the research realm, the clinical arena has yet to adopt and apply our understanding of the molecular basis of the disease to early diagnosis, prognosis and therapy of breast cancers. Here, we will review the current clinical approach to classification of breast cancers, newer molecular-based classification schemes and potential future of biomarkers representing a functional classification of breast cancer. PMID:21057215

Systems Thinking and Systems-Based Practice Across the Health Professions: An Inquiry Into Definitions, Teaching Practices, and Assessment.

PubMed

Plack, Margaret M; Goldman, Ellen F; Scott, Andrea R; Pintz, Christine; Herrmann, Debra; Kline, Kathleen; Thompson, Tracey; Brundage, Shelley B

2018-01-01

Phenomenon: Systems thinking is the cornerstone of systems-based practice (SBP) and a core competency in medicine and health sciences. Literature regarding how to teach or apply systems thinking in practice is limited. This study aimed to understand how educators in medicine, physical therapy, physician assistant, nursing, and speech-language pathology education programs teach and assess systems thinking and SBP. Twenty-six educators from seven different degree programs across the five professions were interviewed and program descriptions and relevant course syllabi were reviewed. Qualitative analysis was iterative and incorporated inductive and deductive methods as well as a constant comparison of units of data to identify patterns and themes. Six themes were identified: 1) participants described systems thinking as ranging across four major levels of healthcare (i.e., patient, care team, organization, and external environment); 2) participants associated systems thinking with a wide range of activities across the curriculum including quality improvement, Inter-professional education (IPE), error mitigation, and advocacy; 3) the need for healthcare professionals to understand systems thinking was primarily externally driven; 4) participants perceived that learning systems thinking occurred mainly informally and experientially rather than through formal didactic instruction; 5) participants characterized systems thinking content as interspersed across the curriculum and described a variety of strategies for teaching and assessing it; 6) participants indicated a structured framework and inter-professional approach may enhance teaching and assessment of systems thinking. Insights: Systems thinking means different things to different health professionals. Teaching and assessing systems thinking across the health professions will require further training and practice. Tools, techniques, taxonomies and expertise outside of healthcare may be used to enhance the teaching, assessment, and application of systems thinking and SBP to clinical practice; however, these would need to be adapted and refined for use in healthcare.

Current Paranoid Thinking in Patients With Delusions: The Presence of Cognitive-Affective Biases

PubMed Central

Freeman, Daniel

2013-01-01

Background: There has been renewed interest in the influence of affect on psychosis. Psychological research on persecutory delusions ascribes a prominent role to cognitive processes related to negative affect: anxiety leads to the anticipation of threat within paranoia; depressive negative ideas about the self create a sense of vulnerability in which paranoid thoughts flourish; and self-consciousness enhances feelings of the self as a target. The objective of this study was to examine such affective processes in relation to state paranoia in patients with delusions. Methods: 130 patients with delusions in the context of a nonaffective psychosis diagnosis (predominately schizophrenia) were assessed for contemporaneous levels of persecutory ideation on 5 visual analog scales. Measures were taken of anxiety, depression, threat anticipation, interpretation of ambiguity, self-focus, and negative ideas about the self. Results: Of the patients, 85% report paranoid thinking at testing. Symptoms of anxiety and depression were highly prevalent. Current paranoid thinking was associated with anxiety, depression, greater anticipation of threat events, negative interpretations of ambiguous events, a self-focused cognitive style, and negative ideas about the self. Conclusions: The study provides a clear demonstration that a range of emotion-related cognitive biases, each of which could plausibly maintain delusions, are associated with current paranoid thinking in patients with psychosis. We identified biases both in the contents of cognition and in the processing of information. Links between affect and psychosis are central to the understanding of schizophrenia. We conclude that treatment of emotional dysfunction should lead to reductions in current psychotic experiences. PMID:23223342

Usability evaluation techniques in mobile commerce applications: A systematic review

NASA Astrophysics Data System (ADS)

Hussain, Azham; Mkpojiogu, Emmanuel O. C.

2016-08-01

Obviously, there are a number of literatures concerning the usability of mobile commerce (m-commerce) applications and related areas, but they do not adequately provide knowledge about usability techniques used in most of the empirical usability evaluation for m-commerce application. Therefore, this paper is aimed at producing the usability techniques frequently used in the aspect of usability evaluation for m-commerce applications. To achieve the stated objective, systematic literature review was employed. Sixty seven papers were downloaded in usability evaluation for m-commerce and related areas; twenty one most relevant studies were selected for review in order to extract the appropriate information. The results from the review shows that heuristic evaluation, formal test and think aloud methods are the most commonly used methods in m-commerce application in comparison to cognitive walkthrough and the informal test methods. Moreover, most of the studies applied control experiment (33.3% of the total studies); other studies that applied case study for usability evaluation are 14.28%. The results from this paper provide additional knowledge to the usability practitioners and research community for the current state and use of usability techniques in m-commerce application.

Psychiatric problems in fibromyalgia: clinical and neurobiological links between mood disorders and fibromyalgia.

PubMed

Alciati, A; Sgiarovello, P; Atzeni, F; Sarzi-Puttini, P

2012-09-28

To review the literature addressing the relationship between mood disorders and fibromyalgia/chronic pain and our current understanding of overlapping pathophysiological processes and pain and depression circuitry. We selectively reviewed articles on the co-occurrence of mood disorders and fibromyalgia/chronic pain published between 1990 and July 2012 in PubMed. Bibliographies and cross references were considered and included when appropriate. Forty-nine out of 138 publications were retained for review. The vast majority of the studies found an association between depression and fibromyalgia. There is evidence that depression is often accompanied by symptoms of opposite polarity characterised by heights of mood, thinking and behaviour that have a considerable impact on pharmacological treatment. Recent developments support the view that the high rates of fibromyalgia and mood disorder comorbidity is generated by largely overlapping pathophysiological processes in the brain, that provide a neurobiological basis for the bidirectional, mutually exacerbating and disabling relationship between pain and depression. The finding of comparable pathophysiological characteristics of pain and depression provides a framework for understanding the relationship between the two conditions and sheds some light on neurobiological and therapeutic aspects.

Hope and Mental Health in Young Adult College Students: An Integrative Review.

PubMed

Griggs, Stephanie

2017-02-01

One in five young adults are diagnosed with a mental illness and many experience psychological distress during their first year of college due to new pressures in academia. The purpose of the current integrative review was to describe and synthesize hope and mental health in young adults in college. PubMed, CINAHL, and PsycINFO were searched for articles published in peer-reviewed journals from 2011-2016. Twenty empirical works were selected for inclusion and five themes emerged: (a) Hope is Associated With Improved Coping, (b) Hope is Associated With Improved Well-Being, (c) Hope is a Moderator Between Depression and Negative Life Events, (d) Hope is a Protective Factor in Suicide, and (e) Hope is a Factor in Healthy Behavior Engagement. Hope may be a protective factor in suicide and negative, self-deprecatory thinking. Further research is needed to determine if increasing hope in young adult college students will decrease the risk of suicide and non-suicidal self-injury, increase healthy behavior engagement, and improve coping and well-being. [Journal of Psychosocial Nursing and Mental Health Services, 55(2), 28-35.]. Copyright 2017, SLACK Incorporated.

The effects and potential mechanisms of folic acid on cognitive function: a comprehensive review.

PubMed

Enderami, Athena; Zarghami, Mehran; Darvishi-Khezri, Hadi

2018-06-23

Cognitive impairment and dementia are major neurocognitive disorders that cause a noticeable decline in cognitive abilities, including memory and thinking skills. The effectiveness of using folic acid as an adjuvant for management of neurocognitive disorders is not well-known. This paper explains the role of folic acid, including its usefulness, effectiveness, adverse side effects, and active mechanisms on cognitive functions of the elderly. In the current study, we reviewed clinical and experimental studies investigating the use of folic acid prior to November 2017, using PubMed, ISI Web of Knowledge, Science Direct, Scopus, Ovid, and Cochrane Library databases. A total of 142 articles were retrieved by electronic search. Based on the preset inclusion and exclusion criteria, a total of 36 articles were retrieved for full text analysis. According to data obtained from the review, it seems that folic acid supplementation may improve cognitive function by decreasing homocysteine (Hcy), vascular care, attenuating inflammatory status, modification of cerebral folic acid deficiency, and antioxidant responses. Specifically, people with high levels of Hcy have a better response to folic acid supplementation, which may arise from low serum folate concentration.

A New Parallel Corpus Approach to Japanese Learners' English, Using Their Corrected Essays

ERIC Educational Resources Information Center

Miki, Nozomi

2010-01-01

This research introduces unique parallel corpora to uncover linguistic behaviors in L2 argumentative writing in the exact correspondence to their appropriate forms provided by English native speakers (NSs). The current paper targets at the mysterious behavior of I think in argumentative prose. I think is regarded as arguably problematic and…

Mastering Leadership Concepts through Utilizing Critical Thinking Strategies within Educational Administration Courses at Kuwait University

ERIC Educational Resources Information Center

Alqahtani, Abdulmuhsen Ayedh; Al-Enezi, Mutlaq M.

2012-01-01

The current study aims at exploring the students' perceptions of mastering leadership concepts and critical thinking strategies implemented by faculty members in the college of education at Kuwait University, and the impact of the later on former. The data was collected using a questionnaire on a sample consisting of 411 students representing…

Re-Thinking School-University Collaboration: Agenda for the 21st Century

ERIC Educational Resources Information Center

Wasonga, C. O.; Rari, B. O.; Wanzare, Z. O.

2011-01-01

Collaboration is a hard and challenging endeavor. It takes all the key players to make it happen. This paper discusses our current thinking about school-university collaboration. In it, we define what collaboration involves in the context of universities and schools. Next, we discuss what we believe are the essential benefits of effective…

How Scientists Use Critical-Thinking Skills: Isolating Both Total RNA and Protein Using the Same Small Organ

ERIC Educational Resources Information Center

Porta, Angela R.; Dhawan, Puneet

2006-01-01

Undergraduate biology programs are currently undergoing reform to involve students in biomedical research. Engaging students in more active, hands-on experiments allows students to discover scientific principles for themselves, and to develop techniques of critical thinking and problem solving. This models the world of real scientific research,…

SPEAKING, WRITING, AND LISTENING IN THE ST. PAUL ELEMENTARY SCHOOLS.

ERIC Educational Resources Information Center

AMBROSE, HELEN; AND OTHERS

DESIGNED AS A RESOURCE FOR ELEMENTARY SCHOOL TEACHERS TO USE IN HELPING CHILDREN THINK CLEARLY AND COMMUNICATE EFFECTIVELY, THE ST. PAUL CURRICULUM GUIDE IS DIVIDED INTO THREE SECTIONS--SPEAKING, LISTENING, AND WRITING. AN OVERVIEW OF EACH SECTION DESCRIBES CURRENT THINKING IN THE FIELD AND GENERAL SKILLS WHICH NEED TO BE ACQUIRED BY STUDENTS.…

Dual-Process Theories of Reasoning: Contemporary Issues and Developmental Applications

ERIC Educational Resources Information Center

Evans, Jonathan St. B. T.

2011-01-01

In this paper, I discuss the current state of theorising about dual processes in adult performance on reasoning and decision making tasks, in which Type 1 intuitive processing is distinguished from Type 2 reflective thinking. I show that there are many types of theory some of which distinguish modes rather than types of thinking and that…

Keeping It Current: Using Technology to Teach about Social Issues

ERIC Educational Resources Information Center

Sardone, Nancy B.; Devlin-Scherer, Roberta

2010-01-01

In thinking about teaching nonfiction, the authors acknowledge that many contemporary and important nonfiction texts that students should be encouraged to read take up social issues that are not easy to talk about or even to think about. They discovered that combining well-chosen nonfiction on social issues with specialized digital games and other…

Thinking and Caring about Indigenous Peoples' Human Rights: Swedish Students Writing History beyond Scholarly Debate

ERIC Educational Resources Information Center

Nygren, Thomas

2016-01-01

According to national and international guidelines, schools should promote historical thinking and foster moral values. Scholars have debated, but not analysed in depth in practice, whether history education can and should hold a normative dimension. This study analyses current human rights education in two Swedish senior high school groups, in…

Development of System Thinking Skills in the Context of Earth System Education

ERIC Educational Resources Information Center

Assaraf, Orit Ben-Zvi; Orion, Nir

2005-01-01

The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth-grade students from two different classes of an urban Israeli junior high school who studied an earth systems-based curriculum that focused on the hydro cycle. The study addressed the following…

Ideology, "Truth" and Spin: Dialectic Relations between the Neoliberal Think-Tank Movement and Academia in Australia

ERIC Educational Resources Information Center

Thompson, Lester; Wadley, David

2017-01-01

The context of contemporary universities restrains their ability to drive public policy. Yet, currently, they confront the relative success of a global network of neoliberal institutes, referred to as think-tanks, promoting freedoms derived from particular ideologies. Neoliberal reasoning has so moulded classical ideas of individual freedom into a…

The Role of CLEAR Thinking in Learning Science from Multiple-Document Inquiry Tasks

ERIC Educational Resources Information Center

Griffin, Thomas D.; Wiley, Jennifer; Britt, M. Anne; Salas, Carlos R.

2012-01-01

The main goal for the current study was to investigate whether individual differences in domain-general thinking dispositions might affect learning from multiple-document inquiry tasks in science. Middle school students were given a set of documents and were tasked with understanding how and why recent patterns in global temperature might be…

Peering around the Corner: Futures Thinking for Academic Librarians

ERIC Educational Resources Information Center

Hinchliffe, Lisa Janicke; Malenfant, Kara

2010-01-01

The Association of College and Research Libraries (ACRL) has a long history of data collection, environmental scanning, and trends analysis. Its most recent work, "Futures Thinking for Academic Librarians," uses a 15-year horizon to look beyond the worries of the current economic cycle and the short-term future in order to anticipate the changing…

Thinking about Digestive System in Early Childhood: A Comparative Study about Biological Knowledge

ERIC Educational Resources Information Center

AHI, Berat

2017-01-01

The current study aims to explore how children explain the concepts of biology and how biological knowledge develops across ages by focusing on the structure and functions of the digestive system. The study was conducted with 60 children. The data were collected through the interviews conducted within a think-aloud protocol. The interview data…

Reading Essentials: The Specifics You Need To Teach Reading Well.

ERIC Educational Resources Information Center

Routman, Regie

Currently, there is much controversy and confusion over "best practice" issues in teaching reading. This book, written by a "lifelong teacher/learner," is based on the premise that good teaching does not have to mean lots of hours spent planning but instead requires lots of thinking--thinking about what matters to children, what children need to…

Scripting to Enhance University Students' Critical Thinking in Flipped Learning: Implications of the Delayed Effect on Science Reading Literacy

ERIC Educational Resources Information Center

Lee, Yuan-Hsuan

2018-01-01

Premised on Web 2.0 technology, the current study investigated the effect of facilitating critical thinking using the Collaborative Questioning, Reading, Answering, and Checking (C-QRAC) collaboration script on university students' science reading literacy in flipped learning conditions. Participants were 85 Taiwanese university students recruited…

Developing Thinking Skills within the Context of the Existing Secondary Curriculum: The Case of Economics.

ERIC Educational Resources Information Center

Morris, Paul

Topics and issues which are central features of current secondary school economics curricula can be used to develop two aspects of students' thinking skills: (1) the development of problem-solving skills, and (2) the recognition of logical fallacies. The efficacy of economics instruction as a vehicle for developing student problem-solving skills…

Depressive states amplify both upward and downward counterfactual thinking.

PubMed

Feng, Xue; Gu, Ruolei; Liang, Fucheng; Broster, Lucas S; Liu, Yunzhe; Zhang, Dandan; Luo, Yue-jia

2015-08-01

Depression has been linked to counterfactual thinking in many behavioral studies, but the direction of this effect remains disputed. In the current study, the relationship between depression and counterfactual thinking was examined using the event-related potential (ERP) technique. In a binary choice gambling task, outcome feedback of the chosen option and that of the alternative option were both provided, so as to elicit the process of counterfactual comparison. By investigating ERP signals in response to outcome presentation, we discovered that when the fictive outcome was better or worse than the factual outcome, the amplitude of the P3 component was positively correlated with individual levels of depression, but not levels of anxiety. These results indicate that depression strengthens both upward counterfactual thinking and downward counterfactual thinking. The implication of this finding to clinical research is discussed. Copyright © 2015 Elsevier B.V. All rights reserved.

The importance of thinking styles in predicting binge eating.

PubMed

Nikčević, A V; Marino, C; Caselli, G; Spada, M M

2017-08-01

Impulsivity, Body Mass Index, negative emotions and irrational food beliefs are often reported as predictors of binge eating. In the current study we explored the role played by two thinking styles, namely food thought suppression and desire thinking, in predicting binge eating among young adults controlling for established predictors of this condition. A total of 338 university students (268 females) participated in this study by completing a battery of questionnaires measuring the study variables. Path analysis revealed that impulsivity was not associated with binge eating, that Body Mass Index and negative emotions predicted binge eating, and that irrational food beliefs only influenced binge eating via food thought suppression and desire thinking. In conclusion, thinking styles appear an important predictor of binge eating and they should be taken into consideration when developing clinical interventions for binge eating. Copyright © 2017 Elsevier Ltd. All rights reserved.

Theory and practice in health communication campaigns: a critical interrogation.

PubMed

Dutta-Bergman, Mohan J

2005-01-01

In recent reviews of the body of work on health campaigns, communication scholars discussed the importance of reflective thinking about the capacity of campaigns to effect change; this reflective thinking is especially important in the realm of the increasing gaps in society between the health rich and the health poor and the increasing marginalization of the poorer sections of society. This article critically reviews 3 central theories of health communication campaigns that represent the dominant cognitive approach: theory of reasoned action, health belief model, and the extended parallel process model. After articulating the limitations of these theoretical approaches, the article summarizes new directions in theory, methodology, and application of health communication campaigns targeting marginalized populations.

Genetic essentialism, neuroessentialism, and stigma: commentary on Dar-Nimrod and Heine (2011).

PubMed

Haslam, Nick

2011-09-01

Dar-Nimrod and Heine (2011) presented a masterfully broad review of the implications of genetic essentialism for understandings of human diversity. This commentary clarifies the reasons that essentialist thinking has problematic social consequences and links genetic forms of essentialism to those invoking neural essences. The mounting evidence that these forms of essentialist thinking contribute to the stigma of mental disorder is reviewed. Genetic and neuroessentialisms influence media portrayals of scientific research and distort how they are interpreted by laypeople. The common thread of these essentialisms is their tendency to deepen social divisions and promote forms of social segregation. (PsycINFO Database Record (c) 2011 APA, all rights reserved).

Concussion As a Multi-Scale Complex System: An Interdisciplinary Synthesis of Current Knowledge

PubMed Central

Kenzie, Erin S.; Parks, Elle L.; Bigler, Erin D.; Lim, Miranda M.; Chesnutt, James C.; Wakeland, Wayne

2017-01-01

Traumatic brain injury (TBI) has been called “the most complicated disease of the most complex organ of the body” and is an increasingly high-profile public health issue. Many patients report long-term impairments following even “mild” injuries, but reliable criteria for diagnosis and prognosis are lacking. Every clinical trial for TBI treatment to date has failed to demonstrate reliable and safe improvement in outcomes, and the existing body of literature is insufficient to support the creation of a new classification system. Concussion, or mild TBI, is a highly heterogeneous phenomenon, and numerous factors interact dynamically to influence an individual’s recovery trajectory. Many of the obstacles faced in research and clinical practice related to TBI and concussion, including observed heterogeneity, arguably stem from the complexity of the condition itself. To improve understanding of this complexity, we review the current state of research through the lens provided by the interdisciplinary field of systems science, which has been increasingly applied to biomedical issues. The review was conducted iteratively, through multiple phases of literature review, expert interviews, and systems diagramming and represents the first phase in an effort to develop systems models of concussion. The primary focus of this work was to examine concepts and ways of thinking about concussion that currently impede research design and block advancements in care of TBI. Results are presented in the form of a multi-scale conceptual framework intended to synthesize knowledge across disciplines, improve research design, and provide a broader, multi-scale model for understanding concussion pathophysiology, classification, and treatment. PMID:29033888

Dorsomedial prefontal cortex supports spontaneous thinking per se.

PubMed

Raij, T T; Riekki, T J J

2017-06-01

Spontaneous thinking, an action to produce, consider, integrate, and reason through mental representations, is central to our daily experience and has been suggested to serve crucial adaptive purposes. Such thinking occurs among other experiences during mind wandering that is associated with activation of the default mode network among other brain circuitries. Whether and how such brain activation is linked to the experience of spontaneous thinking per se remains poorly known. We studied 51 healthy subjects using a comprehensive experience-sampling paradigm during 3T functional magnetic resonance imaging. In comparison with fixation, the experiences of spontaneous thinking and spontaneous perception were related to activation of wide-spread brain circuitries, including the cortical midline structures, the anterior cingulate cortex and the visual cortex. In direct comparison of the spontaneous thinking versus spontaneous perception, activation was observed in the anterior dorsomedial prefrontal cortex. Modality congruence of spontaneous-experience-related brain activation was suggested by several findings, including association of the lingual gyrus with visual in comparison with non-verbal-non-visual thinking. In the context of current literature, these findings suggest that the cortical midline structures are involved in the integrative core substrate of spontaneous thinking that is coupled with other brain systems depending on the characteristics of thinking. Furthermore, involvement of the anterior dorsomedial prefrontal cortex suggests the control of high-order abstract functions to characterize spontaneous thinking per se. Hum Brain Mapp 38:3277-3288, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Transcutaneous vagus nerve stimulation (tVNS) enhances divergent thinking.

PubMed

Colzato, Lorenza S; Ritter, Simone M; Steenbergen, Laura

2018-03-01

Creativity is one of the most important cognitive skills in our complex and fast-changing world. Previous correlative evidence showed that gamma-aminobutyric acid (GABA) is involved in divergent but not convergent thinking. In the current study, a placebo/sham-controlled, randomized between-group design was used to test a causal relation between vagus nerve and creativity. We employed transcutaneous vagus nerve stimulation (tVNS), a novel non-invasive brain stimulation technique to stimulate afferent fibers of the vagus nerve and speculated to increase GABA levels, in 80 healthy young volunteers. Creative performance was assessed in terms of divergent thinking (Alternate Uses Task) and convergent thinking tasks (Remote Associates Test, Creative Problem Solving Task, Idea Selection Task). Results demonstrate active tVNS, compared to sham stimulation, enhanced divergent thinking. Bayesian analysis reported the data to be inconclusive regarding a possible effect of tVNS on convergent thinking. Therefore, our findings corroborate the idea that the vagus nerve is causally involved in creative performance. Even thought we did not directly measure GABA levels, our results suggest that GABA (likely to be increased in active tVNS condition) supports the ability to select among competing options in high selection demand (divergent thinking) but not in low selection demand (convergent thinking). Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

2007/08 Annual Service Plan Report

ERIC Educational Resources Information Center

Ministry of Advanced Education, 2008

2008-01-01

Since receiving "Campus 2020 Thinking Ahead: The Report," the Ministry of Advanced Education and Labour Market Development has been reviewing its recommendations to improve post-secondary education in British Columbia. Several of these have been implemented, including: undertaking a review of student financial assistance and completing a…

Development and testing of an assessment to measure spatial thinking about enhanced greenhouse effect

NASA Astrophysics Data System (ADS)

Skaza, Heather Jean

Americans, in general, do not behave in environmentally sustainable ways. We drive cars and fly in planes that emit planet-warming carbon. We purchase food in nearly indestructible packaging that is not recycled or repurposed. We do not consider the environmental impact of the "stuff" stuffed into our grocery and department stores, most of which is made of materials that had to be dug out of the ground, leaving rivers and skies full of pollution in its place. Citizens have a responsibility to understand complex global and local environmental problems. A person's ability to think about the way that an environmental problem they are tasked with understanding changes over time and space can better prepare them to make sustainable decisions in the face of this complexity. Spatial thinking serves the learner's ability to understand the impact of environmental actions and should be given a consistent place in environmental education. Teaching practices and pedagogies that focus on spatial thinking are necessary to learners' success. In order to know if these strategies are successful, educators need an assessment tool that targets the spatial thinking skills necessary to understanding environmental problems. This dissertation project used a models and modeling theoretical framework to develop and test an assessment of students' spatial thinking abilities related to the environmental problem of enhanced greenhouse effect. This assessment was developed from a review of existing spatial thinking literature, research on existing assessments of spatial thinking abilities, and existing assessment of enhanced greenhouse effect. In addition, I interviewed and surveyed experts in science, math, and environmental education to elicit their perspectives on the spatial thinking skills necessary for learners to understand enhanced greenhouse effect. All of this information was synthesized into 14 Central Concepts of spatial thinking for enhanced greenhouse effect. The assessment was developed for students to express their mental models related to these 14 Central Concepts. The assessment was reviewed and tested by experts related to the project's content, as well as students from the target population for assessment delivery. It was revised based on feedback and data collect from these groups. Here I describe my findings, that students are more proficient at modeling simple spatial relationships, one at a time, than modeling more complex relationships; that students understand human-scale spatial relationships related to enhanced greenhouse effect better than very small or very large ones; and that students can associate and correlate spatially distributed features and phenomena to describe enhanced greenhouse effect. Finally, I describe the ways in which student and expert feedback has informed not only revisions of this assessment specifically, but also to the assessment development process, for better assessment design, when spatial thinking assessments related to other environmental problems are developed in the future.

Foundations of resilience thinking.

PubMed

Curtin, Charles G; Parker, Jessica P

2014-08-01

Through 3 broad and interconnected streams of thought, resilience thinking has influenced the science of ecology and natural resource management by generating new multidisciplinary approaches to environmental problem solving. Resilience science, adaptive management (AM), and ecological policy design (EPD) contributed to an internationally unified paradigm built around the realization that change is inevitable and that science and management must approach the world with this assumption, rather than one of stability. Resilience thinking treats actions as experiments to be learned from, rather than intellectual propositions to be defended or mistakes to be ignored. It asks what is novel and innovative and strives to capture the overall behavior of a system, rather than seeking static, precise outcomes from discrete action steps. Understanding the foundations of resilience thinking is an important building block for developing more holistic and adaptive approaches to conservation. We conducted a comprehensive review of the history of resilience thinking because resilience thinking provides a working context upon which more effective, synergistic, and systems-based conservation action can be taken in light of rapid and unpredictable change. Together, resilience science, AM, and EPD bridge the gaps between systems analysis, ecology, and resource management to provide an interdisciplinary approach to solving wicked problems. © 2014 Society for Conservation Biology.

Enhancing capacity for risk factor surveillance at the regional/local level: a follow-up review of the findings of the Canadian Think Tank Forum after 4 years.

PubMed

Choi, Bernard Ck; Decou, Mary Lou; Rasali, Drona; Martens, Patricia J; Mancuso, Michelina; Plotnikoff, Ronald C; Neudorf, Cory; Thanos, Joanne; Svenson, Lawrence W; Denny, Keith; Orpana, Heather; Stewart, Paula; King, Michael; Griffith, Jane; Erickson, Tannis; van Dorp, Renate; White, Deanna; Ali, Amira

2014-01-22

National health surveys are sometimes used to provide estimates on risk factors for policy and program development at the regional/local level. However, as regional/local needs may differ from national ones, an important question is how to also enhance capacity for risk factor surveillance regionally/locally. A Think Tank Forum was convened in Canada to discuss the needs, characteristics, coordination, tools and next steps to build capacity for regional/local risk factor surveillance. A series of follow up activities to review the relevant issues pertaining to needs, characteristics and capacity of risk factor surveillance were conducted. Results confirmed the need for a regional/local risk factor surveillance system that is flexible, timely, of good quality, having a communication plan, and responsive to local needs. It is important to conduct an environmental scan and a gap analysis, to develop a common vision, to build central and local coordination and leadership, to build on existing tools and resources, and to use innovation. Findings of the Think Tank Forum are important for building surveillance capacity at the local/county level, both in Canada and globally. This paper provides a follow-up review of the findings based on progress over the last 4 years.

Jung's views on causes and treatments of schizophrenia in light of current trends in cognitive neuroscience and psychotherapy research I. Aetiology and phenomenology.

PubMed

Silverstein, Steven M

2014-02-01

Jung's writings on schizophrenia are almost completely ignored or forgotten today. The purpose of this paper, along with a follow-up article, is to review the primary themes found in Jung's writings on schizophrenia, and to assess the validity of his theories about the disorder in light of our current knowledge base in the fields of psychopathology, cognitive neuroscience and psychotherapy research. In this article, five themes related to the aetiology and phenomenology of schizophrenia from Jung's writings are discussed:1) abaissement du niveau mental; 2) the complex; 3) mandala imagery; 4) constellation of archetypes and 5) psychological versus toxic aetiology. Reviews of the above areas suggest three conclusions. First, in many ways, Jung's ideas on schizophrenia anticipated much current thinking and data about the disorder. Second, with the recent (re)convergence of psychological and biological approaches to understanding and treating schizophrenia, the pioneering ideas of Jung regarding the importance of both factors and their interaction remain a useful and rich, but still underutilized resource. Finally, a more concerted effort to understand and evaluate the validity of Jung's concepts in terms of evidence from neuroscience could lead both to important advances in analytical psychology and to developments in therapeutic approaches that would extend beyond the treatment of schizophrenia. © 2014, The Society of Analytical Psychology.

Thinking in Pharmacy Practice: A Study of Community Pharmacists’ Clinical Reasoning in Medication Supply Using the Think-Aloud Method

PubMed Central

Croft, Hayley; Gilligan, Conor; Rasiah, Rohan; Levett-Jones, Tracy; Schneider, Jennifer

2017-01-01

Medication review and supply by pharmacists involves both cognitive and technical skills related to the safety and appropriateness of prescribed medicines. The cognitive ability of pharmacists to recall, synthesise and memorise information is a critical aspect of safe and optimal medicines use, yet few studies have investigated the clinical reasoning and decision-making processes pharmacists use when supplying prescribed medicines. The objective of this study was to examine the patterns and processes of pharmacists’ clinical reasoning and to identify the information sources used, when making decisions about the safety and appropriateness of prescribed medicines. Ten community pharmacists participated in a simulation in which they were required to review a prescription and make decisions about the safety and appropriateness of supplying the prescribed medicines to the patient, whilst at the same time thinking aloud about the tasks required. Following the simulation each pharmacist was asked a series of questions to prompt retrospective thinking aloud using video-stimulated recall. The simulated consultation and retrospective interview were recorded and transcribed for thematic analysis. All of the pharmacists made a safe and appropriate supply of two prescribed medicines to the simulated patient. Qualitative analysis identified seven core thinking processes used during the supply process: considering prescription in context, retrieving information, identifying medication-related issues, processing information, collaborative planning, decision making and reflection; and align closely with other health professionals. The insights from this study have implications for enhancing awareness of decision making processes in pharmacy practice and informing teaching and assessment approaches in medication supply. PMID:29301223

Thinking in Pharmacy Practice: A Study of Community Pharmacists' Clinical Reasoning in Medication Supply Using the Think-Aloud Method.

PubMed

Croft, Hayley; Gilligan, Conor; Rasiah, Rohan; Levett-Jones, Tracy; Schneider, Jennifer

2017-12-31

Medication review and supply by pharmacists involves both cognitive and technical skills related to the safety and appropriateness of prescribed medicines. The cognitive ability of pharmacists to recall, synthesise and memorise information is a critical aspect of safe and optimal medicines use, yet few studies have investigated the clinical reasoning and decision-making processes pharmacists use when supplying prescribed medicines. The objective of this study was to examine the patterns and processes of pharmacists' clinical reasoning and to identify the information sources used, when making decisions about the safety and appropriateness of prescribed medicines. Ten community pharmacists participated in a simulation in which they were required to review a prescription and make decisions about the safety and appropriateness of supplying the prescribed medicines to the patient, whilst at the same time thinking aloud about the tasks required. Following the simulation each pharmacist was asked a series of questions to prompt retrospective thinking aloud using video-stimulated recall. The simulated consultation and retrospective interview were recorded and transcribed for thematic analysis. All of the pharmacists made a safe and appropriate supply of two prescribed medicines to the simulated patient. Qualitative analysis identified seven core thinking processes used during the supply process: considering prescription in context, retrieving information, identifying medication-related issues, processing information, collaborative planning, decision making and reflection; and align closely with other health professionals. The insights from this study have implications for enhancing awareness of decision making processes in pharmacy practice and informing teaching and assessment approaches in medication supply.

Investigating Changing in Social Studies Textbooks of Public Review (Basic Fourth and Fifth) Based on the Emphasis on Critical Thinking Skills Facione in the Last Three Decades

ERIC Educational Resources Information Center

Aghababaeian, Parinaz; Moghaddam, Shams Aldin Hashemi; Nateghi, Faezeh; Faghihi, Alireza

2017-01-01

This study investigated the changes in public school social studies textbooks in general period of Iran (fourth and fifth grades) based on the emphasis on Facione critical thinking skills in the past three decades. In this study, content analysis of qualitative and quantitative methods was used to evaluate changes in textbook. For this purpose,…

Military Review. Volume 89, Number 5, September-October 2009

DTIC Science & Technology

2009-10-01

to scrutinize paradigms, systemic thinking , and promotion of team learning .36 The principal challenge of innovation is to identify a problem and...and cognitive abilities of the students in a professionally facilitated forum. Virtual knowledge management forums do the same but on an Army-wide... think they need to truly and could file from the middle of properly inform the Ameri­ an artillery duel in Tuzla by can public. And there are a

Think tank (1) - Its definition and the overseas situation

NASA Astrophysics Data System (ADS)

Obara, Michio

The definition as organization is that 1) the think tank should be policy oriented and propose the current issues, 2) it should be interdisciplinary and future oriented, and 3) it should be independent without any outside interference upon it. It is divided into three types in terms of business activity; 1) policy proposing, 2) R&D undertaking and 3) business consulting think tanks. Historically the U.S. has been leading the world because the first think tank was born in this country, and three types of think tanks have brought out the mature business undertakings there. Most of the countries other than the U.S. has held policy proposing type think tanks. The notable think tanks are Brookings Research Institute, Rand Research Institute, Battelle Memorial Institute, Arthur D. Little Co. Ltd. SRI International in the U.S.A., IFO Economic Research Institute, German Economic Research Institute in Germany, France International Relations Research Institute in France, Royal International Relations Research institute, International Strategic Matters Research Institute in the U.K., and Korean Development Research Institute, Korean industrial Research Institute in Korea. All of these have been active in the areas of politics, economics, industry and technology.

Does substance misuse moderate the relationship between criminal thinking and recidivism?

PubMed Central

Caudy, Michael S.; Folk, Johanna B.; Stuewig, Jeffrey B.; Wooditch, Alese; Martinez, Andres; Maass, Stephanie; Tangney, June P.; Taxman, Faye S.

2014-01-01

Purpose Some differential intervention frameworks contend that substance use is less robustly related to recidivism outcomes than other criminogenic needs such as criminal thinking. The current study tested the hypothesis that substance use disorder severity moderates the relationship between criminal thinking and recidivism. Methods The study utilized two independent criminal justice samples. Study 1 included 226 drug-involved probationers. Study 2 included 337 jail inmates with varying levels of substance use disorder severity. Logistic regression was employed to test the main and interactive effects of criminal thinking and substance use on multiple dichotomous indicators of recidivism. Results Bivariate analyses revealed a significant correlation between criminal thinking and recidivism in the jail sample (r = .18, p < .05) but no significant relationship in the probation sample. Logistic regressions revealed that SUD symptoms moderated the relationship between criminal thinking and recidivism in the jail-based sample (B = −.58, p < .05). A significant moderation effect was not observed in the probation sample. Conclusions Study findings indicate that substance use disorder symptoms moderate the strength of the association between criminal thinking and recidivism. These findings demonstrate the need for further research into the interaction between various dynamic risk factors. PMID:25598559

The parallel impact of episodic memory and episodic future thinking on food intake.

PubMed

Vartanian, Lenny R; Chen, William H; Reily, Natalie M; Castel, Alan D

2016-06-01

This research examined the effects of both episodic memory and episodic future thinking (EFT) on snack food intake. In Study 1, female participants (n = 158) were asked to recall their lunch from earlier in the day, to think about the dinner they planned to have later in the day, or to think about a non-food activity before taking part in a cookie taste test. Participants who recalled their lunch or who thought about their dinner ate less than did participants who thought about non-food activities. These effects were not explained by group differences in the hedonic value of the food. Study 2 examined whether the suppression effect observed in Study 1 was driven by a general health consciousness. Female participants (n = 74) were asked to think about their past or future exercise (or a non-exercise activity), but thinking about exercise had no impact on participants' cookie consumption. Overall, both thinking about past food intake and imagining future food intake had the same suppression effect on participants' current food intake, but further research is needed to determine the underlying mechanism. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Relationship between Critical Thinking Disposition and Locus of Control in Pre-Service Teachers

ERIC Educational Resources Information Center

Oguz, Aytunga; Sariçam, Hakan

2016-01-01

The aim of the current research study was to examine the link between critical thinking dispositions and locus of control in pre-service teachers. The participants of this study were selected via easily accessible sampling technique. The participants consist of 347 pre-service teachers (203 female, 144 male) in Kütahya, Turkey. The Rotter…

Investigating the Relationship between Critical Thinking Skills and the Quality of Iranian Intermediate TEFL Students' Writing

ERIC Educational Resources Information Center

Nikou, Farahnaz Rimani; Bonyadi, Alireza; Amirikar, Negin

2015-01-01

The current study intended to find out the relationship between critical thinking skills and the quality of Iranian TEFL (Teaching English as a Foreign Language) students' writing. One-hundred forty students who were homogeneous in their language proficiency were selected non-randomly. The researcher asked students to take part in a proficiency…