المؤلفون: Yan Ma

المصدر: Heliyon, Vol 9, Iss 11, Pp e20895- (2023)

مصطلحات موضوعية: Flipped classroom approach, Critical thinking skills, Business, Marketing, Science (General), Q1-390, Social sciences (General), H1-99

الوصف: Flipped classroom approach has become well-accepted and widely-used in different levels of education. Critical thinking was deemed as the core goal of higher education institutions to enhance students' competence advocated in the 21st century. The definition of critical thinking originating from Peter Facione was one of the most widely-accepted and commonly-used at present. The aim of the research was to explore a flipped classroom approach which was effective to enhance critical thinking skills proposed by Peter Facione, namely interpretation, analysis, inference, evaluation, explanation and self-regulation. This study selected 300 junior students majoring in business administration (100 students), international trade (100 students), and accounting (100 students) respectively of a private university in China, and took the Marketing flipped classroom course as an example. The quantitative research method was adopted in the research, and a questionnaire with 22 questions was used to collect data from the participants. The study involved two rounds. Each round involved three control classes with a traditional teaching instruction approach conducted and three experimental classes with a flipped classroom approach adopted. After analyzing and discussing the data collected, the research found that the flipped classroom approach promoted students' critical thinking skills to some extent. Through the study, a modified model of flipped classroom approach to enhance critical thinking skills was put forward. The modified model can be applied to more other courses at different levels, especially business courses. The research also had some limitations, including the 5-point Likert scale used, the representativeness and individual differences of participants, and the application of the study. In the future research, aspects regarding other skill development, effectiveness of course feedback and assessment, interdisciplinary knowledge, and implementation of the marketing plan etc.can be explored deeper.

وصف الملف: electronic resource

Relation: http://www.sciencedirect.com/science/article/pii/S2405844023081033; https://doaj.org/toc/2405-8440

URL الوصول: https://doaj.org/article/39d5d611097049e7817faa6d54ae991b

المؤلفون: Jorge Norvey Alvarez Ríos, Juan Felipe Valencia Ríos, Laura Alarcón Hernández

المصدر: Educación Médica, Vol 22, Iss , Pp 242-247 (2021)

مصطلحات موضوعية: Simulation, Peri-mortem caesarean, Critical thinking skills, Education (General), L7-991, Medicine (General), R5-920

الوصف: Resumen: Introducción La simulación clínica ha sido uno de los principales avances en la didáctica para la formación de profesionales de la salud. Diferentes autores identifican la necesidad del fortalecimiento de las habilidades en el recurso humano, entendidas estas como la transferencia del conocimiento en escenarios reales o simulados; además, muestran a través de la evidencia científica y desde una postura crítica la necesidad de avanzar más allá de la capacidad. Objetivo: Valorar el desarrollo de pensamiento crítico a partir de la simulación clínica de la cesárea perimortem en cada una de sus etapas (diagnóstico, intervención y reflexión). Materiales y métodos: Estudio cualitativo comprensivo. Se diseña una rúbrica y se aplica a un equipo de respuesta de un hospital de tercer nivel de la ciudad de Manizales (Colombia), con el fin de valorar el desarrollo del pensamiento crítico. A partir de la observación y el uso del debriefing, se identificaron los niveles bajo, medio y alto de la competencia del equipo (23 personas del equipo de salud). Resultados: Se identifica que el nivel de pensamiento crítico se encuentra entre «alto» y «medio» en el diagnóstico, la intervención y la reflexión. Los participantes resaltan la importancia de la simulación clínica para mejorar las habilidades en la atención, más allá de saber el protocolo. Abstract: Introduction: The clinical simulation has become one of the main advances in didactics for training health professionals. The necessity to strengthen skills of health providers has been identified from different perspectives. Skills have been understood as the transfer of knowledge in real or simulated scenarios. Furthermore, using the scientific evidence, they show the necessity to move beyond capacity. Objective: To assess the development of critical thinking based on clinical simulation of a peri-mortem caesarean section in each of its stages (diagnosis, intervention, and debriefing). Material and method: A comprehensive qualitative study carried out with a pilot scenario designed and applied to a response team of a high complexity hospital in the city of Manizales, Colombia. Different levels of technical competences were identified based on the evaluation of the scenario and the use of debriefing (23 people of the health team). Results: The level of critical thinking was identified as between «high» and «medium» in the diagnosis, intervention, and reflection. The participants emphasised the importance of clinical simulation to improve the skills in care, beyond knowing the protocol.

وصف الملف: electronic resource

Relation: http://www.sciencedirect.com/science/article/pii/S1575181318302614; https://doaj.org/toc/1575-1813

URL الوصول: https://doaj.org/article/05169a5bc0c34404a0a6491944053681

المؤلفون: Angela S. Anderson, Deborah J. Good

المصدر: Preventive Medicine Reports, Vol 5, Iss C, Pp 220-223 (2017)

مصطلحات موضوعية: BMI, Critical thinking skills, Obesity, Large lecture class, Medicine

الوصف: For K-12 students, obesity has been linked to student educational achievements. The study objective was to determine whether academic performance in university students is correlated with BMI. Students from two consecutive academic years (Jan–May 2013 and Jan–May 2014) were given an optional class survey in May, as extra credit. Of the 452 students that completed the survey, 204 females and 75 males (N = 279; 73% female and 27% male) consented to participate in the study. The number of correct answers to problem-solving questions (PSQs) and the overall final grade for the class were compared to the calculated BMI using linear regression with a Pearson's R correlation and unpaired t-tests. BMI was significantly negatively correlated with student's final grades (P = 0.001 Pearson's r = −0.190) and PSQs were positively correlated with final grades (P

وصف الملف: electronic resource

Relation: http://www.sciencedirect.com/science/article/pii/S2211335516301723; https://doaj.org/toc/2211-3355

URL الوصول: https://doaj.org/article/a4abe71f78e0457b9896a33e3229fdb6

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