This presentation supports a UC San Diego MEDS course taught by Sue McGuinness and Dominique Turnbow in February 2010.

1. Integrating Critical Thinking into Medical Student Coursework Susan McGuinness, PhD, MLS Dominique Turnbow, MLIS, M.A. Educational Technology Candidate

2. Workshop Outcomes Categorize learning objectives based on Bloom's taxonomy Identify at least two critical thinking outcomes that can be incorporated into an existing course syllabus Identify library resources that can be used to support critical thinking assignments Create or modify at least one course assignment so that it includes a critical thinking component

3. Critical Thinking… …definitions. A brief history: 1910: Dewey. “Reflective” thinking 1930-60s: Glaser, Ennis. Further descriptions of critical thinking criteria 1980’s: Facione, Fisher. Incorporating attitudes and skills Critical thinking = logical reasoning + information seeking and evaluation EBM is an application of critical thinking in medicine Jenicek M, Hitchcock DL. Evidence-based practice: Logic and critical thinking in medicine. American Medical Association, 2005.

5. Evaluating

6. Analyzing

7. Applying

8. Understanding

11. Be measureableABCD of objectives (according to Robert Mager) Include an audience Describe a behavior Describe the condition Describe the degree

12. Example 1 Be familiar with multiple information sources in order to find results for a variety of questions and audiences. Given a list of clinical questions and a list of library resources, the student will be able to select the best resource to answer each question .

13. Example 2 Understand the concept of health information literacy and effectively use appropriate consumer health information resources. ...the student will be able to define health literacy Given a list of definitions, the student will be able to recognize the best one for health literacy

14. Example 2 …and effectively use appropriate consumer health information resources. Given a consumer health question, the student will be able to select the best resource from a list. Given a consumer health question, the student will be able to identify search terms and use advanced search features successfully as determined by a librarian.

15. Practice Re-word a goal you have for your course into a critical thinking objective. Remember, it should Use a mid to high level of Bloom’s taxonomy Describe behavior – what you want students to be able to do? Be measurable – how will you know when it is achieved?

16. Activities Reflection Concept Mapping Journal clubs and discussions Problem-based learning exercises Case management plans

17. Resources

18. Students will be able to recall, define, recognize, etc. Resources that facilitate this: Access Medicine Up-to-Date Medical Letter Remembering

19. Students will construct meaning, interpret and make inferences. Resources that facilitate this: Access Medicine PubMed Understanding

20. Applying Students will use a procedure, demonstrate the execution of a process, or implement something. Resources that facilitate this: eMedicine MD Consult, Procedures Consult Clinical Pharmacology, Micromedex, Medical Letter National Guideline Clearinghouse

21. Analyzing Students will determine how parts of a system relate to each other and the overall system. Resources that facilitate this: class notes clinical experience library resources

22. Evaluating Students will make judgments based on criteria and standards. Resources that facilitate this: PubMed

23. Creating Students will put elements together into a new pattern or structure. Resources that facilitate this: All resources Imagination

24. Practice Create or modify a critical thinking assignment that you could use in one of your courses. Consider: What do you want students to be able to do Types of activities that would require students to do it Library resources that could be integrated