LibGuides: Critical Thinking Skills: Articles

Articles

Critical Thinking in Health Sciences

Human Services

Thinking Like a Social Worker: Examining the Meaning of Critical Thinking in Social Work. 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 consider important. Analysis indicates that critical thinking in social work is generally treated as a form of practical reasoning. Further, epistemological disagreements divide 2 distinct proposals for how practical reasoning in social work should proceed. Although these disagreements have received little attention in the literature, they have important implications for social work practice.
Teaching critical self-reflection through the lens of cultural humility: an assignment in a social work diversity course. Social workers engage with marginalized groups in society. However, many social workers are of privileged groups and have not personally experienced social exclusions. This study explored social work graduate students' evaluation of an assignment designed to encourage critical self-reflection as part of a required diversity course. The assignment approaches diversity using a cultural humility lens, which seeks to remove historical, unidimensional approaches to teaching about diverse populations. Data were collected from 47 MSW students enrolled at an urban, Midwestern university in the United States. Thematic analyses of students' critical self-reflections revealed positive experiences regarding the influence of personal histories, development of professional identity, and importance of cultural humility.
Critical Thinking and Interpersonal Dispositions in Those Commencing Social Work Training. The capacities for critical thinking and making and sustaining relationships have been, in theoretical writing, two longstanding pillars of our understanding of the nature of social work. This is reflected in both expectations for practice standards and writing, both contemporary and that which goes back decades. Research has long confirmed the theoretical emphasis on the importance of relationships to practice, while some more recent research has done the same for critical thinking. While a central feature is social work's concern for practitioners' capabilities in these respects, implying particular standards, there has yet been no attempt to measure these features. This article, drawing on firmly established, widely used instruments, seeks to measure critical thinking and interpersonal dispositions in cohorts of master's candidates and undergraduates at two universities. Findings show these cohorts to be better at some than other facets of critical thinking, to emphasise more some interpersonal dispositions (those relating to interpersonal responsiveness) than others and that master's students perform significantly better in critical thinking than undergraduates. The implications of these findings are discussed.
Head and Heart: An Examination of the Relationship between the Intellectual and Interpersonal in Social Work. The interpersonal (heart) and intellectual (head) have long been considered twin pillars of social work. Social workers, it is widely acknowledged, need capabilities in the realms of both the interpersonal and critical thinking. While the relationship between the two is theoretically apparent--both are needed to focus competently on the work of social work--this begs certain empirical questions. To what extent do they form separate domains at all? If they do, are there potential tensions between them (might they form more than two domains)? What, furthermore, would this tell us of the talents we are looking for in social workers, particularly the metaphorical 'raw material' of starting students? Drawing on Principle Component Analysis, this study examined quantitatively the relationship between key features of the interpersonal and intellectual in cohorts of beginning social work students showing as factors the two domains of the intellectual and interpersonal in social work, although showing also that matters are more complex than a simple division between' head' and 'heart'. The implications a re discussed: complexity in social work is bestowed not just at one level by the work, but at a more fundamental level by the talents required to perform it.

Dental

Acquiring Critical Thinking and Decision-Making Skills: An Evaluation of a Serious Game Used by Undergraduate Dental Students in Dental Public Health Serious gaming claims to provide an interactive and motivational approach to learning; hence, it is being increasingly used in various disciplines, including dentistry. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration)-II, a serious game for dental public health, was used by dental undergraduates at King's College London, in the 2013-2014 academic year. The aim was to explore the use of GRAPHIC and student perspectives on the game. Students were divided into two groups with 79 students in each group, based on timetabling schedules to use the game as part of their learning. The average number of submission attempts by students in group 1 and group 2 used to complete the game was 18.3 (SD = 14.45) and 8.9 (SD = 16.80), respectively (p < 0.001). Logged data also showed that more students in group 2 completed the game with only one attempt (n = 23), compared with group 1 (n = 4). Amongst these students there were four different patterns of satisfactory answers which constituted their chance to "win" and a range of times. Across the two groups, a number of students completed the game with a high number (>30) of attempts (n = 18). These findings suggest that whilst some students may have completed the game using a collaborative approach, others may have used a random approach to complete the game. These two strategies are considered to hinder students from achieving learning outcomes within the game, and may be related to the limitations of the game in managing the role of failure. Feedback from students towards the game was positive overall with further development suggested. In summary, GRAPHIC contributed to dental public health education, and the logging system of gaming activities can be considered as a helpful feature of serious games, to permit academic staff to identify and assist students in achieving learning outcomes, and inform future game refinement.
Association Between Critical Thinking and Academic Performance in Dental Hygiene Students. Critical thinking is a key element of complex problem-solving that facilitates health professionals' clinical practice and professional behavior. Despite the importance of critical thinking, the measurement of critical thinking skills and its associations with academic performance remains a challenge. The aim of this study was to determine the associations between critical thinking and academic performance among undergraduate dental hygiene students. All 63 third- and fourth-year baccalaureate degree dental hygiene students (Class of 2018 and Class of 2017, respectively) in The Ohio State University Dental Hygiene Program were invited to participate in this quantitative, cross-sectional research study. Critical thinking was measured with the California Critical Thinking Disposition Inventory (CCTDI) and the Health Sciences Reasoning Test with Numeracy (HSRT-N). A total of 45 students completed the two tests, for an overall response rate of 71.4%. For the Class of 2018, the response rate was 90.6% (n=29), and for the Class of 2017, the response rate was 51.6% (n=16). The results showed the CCTDI and HSRT-N scores were higher for the Class of 2017 than the Class of 2018, suggesting that critical thinking skills were being developed across the course of the curriculum. The CCTDI was not significantly correlated with or a predictor of academic performance. The HSRT-N was more correlated with clinical performance than was the CCTDI, and HSRT-N components were found to be predictors of clinical performance. Continued attention is needed in the development and measurement of critical thinking skills to improve the academic and clinical performance of undergraduate dental hygiene students.
Critical thinking in dental hygiene education: Examining student perception. Background: Critical thinking is a high-level cognitive function desired in graduates of higher education, including professional education programs such as dental hygiene. Research has examined best practices in nurturing critical thinking in adult education and professional education. Yet research specific to critical thinking in dental hygiene education is limited, let alone research that aligns dental hygiene educational strategies with the development of critical thinking. Methods: This exploratory qualitative study is designed to deepen understanding of dental hygiene students' perceptions and experiences of acquiring critical thinking skills during their professional education. Data were gathered during a focus group session followed by individual interviews of 7 recent graduates of a community college-based dental hygiene program in Ontario, Canada. Inductive data analysis was performed using an interpretive perspective. Results: Participants indicated their critical thinking began with acquiring base knowledge of theory related to the field of dental hygiene followed by the development of a thought process using case scenarios with small group work and discussion. The clinical setting was noted as a real and challenging environment in which to apply critical thinking.
Exploration of Critical Thinking in Dental Hygiene Education. Purpose: This qualitative study explores the perceptions of dental hygiene faculty regarding issues surrounding critical thinking skills integration within their associate degree dental hygiene programs. Methods: Twenty faculty participated in the study, as drawn from 11 accredited associate degree dental hygiene programs in one Midwest state. Multiple sources of data were collected, including email questionnaires, individual follow-up phone interviews and artifacts. Interpretive analysis was conducted. Results: Data analysis revealed that faculty generally understood critical thinking, but interpretations varied. Most do not use varied teaching strategies to promote critical thinking skills, and focus on one particular strategy – that of case studies. The participants identified the need for allied health-focused faculty development opportunities, and noted that calibration of instruction was needed. Despite challenges, faculty felt responsible for teaching critical thinking skills, and identified the need for time to build critical thinking skills into the curriculum. Conclusion: This study was conducted in response to the American Dental Education Association Commission on Change and Innovation’s challenge for dental hygiene educators to comprehend their own knowledge on the concept of critical thinking related to research-based pedagogical approaches to teaching and learning. Findings revealed a strong desire among the dental hygiene faculty in this study to incorporate critical thinking into their work. They want to do what they believe is the right thing, but their actual knowledge of the definitional and application theories about critical thinking is still in the early stages of development. Regular and targeted faculty development opportunities are needed.

General Health Sciences

Critical Thinking Skills in Health Care Professional Students: A Systematic Review. The purpose of this systematic review is to determine if critical-thinking skills in health care professional students change as a result of participating in a health care professional education program, and to assess the quality of the evidence evaluating this change.
Using Multiple High-Impact Practices to Improve Student Learning in an Undergraduate Health Science Program Problem-based learning can be an effective educational approach for students entering the health care field. While broadly used in graduate and professional education in the health sciences, it is less widely used in undergraduate programs. We discuss the use of problem-based learning as part of an approach to address failure rates in select Health Sciences courses and poor critical thinking skills. While our results were mixed, we saw an overall improvement in student outcomes. Problem-based learning experiences prepare students better for demands of the real world.
Making Critical Thinking Visible for Student Analysis and Reflection: Using Structured Documentation to Enhance Effective Reasoning and Communication Today’s workforce is in need of workers who are capable of strategic information gathering, flexible thinking, and adaptive approaches to problem-solving (Partnership for 21st Century Skills 2009)—all hallmark aspects of critical thinking. But how can we effectively target and build these complex thinking and reasoning skills in the classroom? Moreover, how can we help students recognize, document, and use processes of critical thinking as they solve authentic scientific problems?
Critical Thinking Dispositions Among Undergraduate Students During Their Introductory Health Education Course The present study was undertaken to measure critical thinking dispositions in students as they enter the health education program at Illinois State University (ISU). Health education undergraduate students at ISU were found to have shortcomings in critical thinking dispositions during a study from 2000-2003. Dispositions (e.g. truthseeking, open-mindedness, inquisitiveness) were measured by the California Critical Thinking Dispositions Inventory (CCTDI). Health education majors (n=96) were compared to students in other health science disciplines (n=187) and to health education minors (n=48). CCTDI scores did not differ between health education majors and other health sciences students but scores for majors were significantly higher than for health education minors. Specifically, health education majors scored significantly higher for inquisitiveness, cognitive maturity and total critical thinking disposition. The findings have significant implications for health education academic programs and the profession. Health education professionals commonly confront complex, ill-structured problems and their ability to effectively respond to these problems is largely dependent upon strong critical thinking dispositions. Focusing on the development of critical thinking dispositions in professional preparation programs, and further research on pedagogy effective in developing the dispositions, is needed.

Nursing

Developing a Nursing IQ - Part 1 Characteristics of Critical Thinking: What Critical Thinkers Do, What Critical Thinkers Do Not Do. This independent study has been developed to provide nurses with an overview and introduction the characteristics of critical thinking.
Developing critical thinking in nursing. Some have questioned whether critical thinking is a skill that can be taught. Critical thinking has various definitions and many authors describe how it can be taught. This article explores the definitions of critical thinking and the methods that can be used to develop critical thinking skills. In addition, the impact of critical thinking on nursing education is analyzed.
The Nurse as a Critical Thinking Expert
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The ability to critically think, within the profession of nursing, has been identified
as a crucial component in the ability to provide safe, effective, appropriate, and timely care. When used, critical thinking skills allow us to make decisions based on
analysis and synthesis of information.
Sound clinical judgment in nursing: A concept analysis The intent of this concept analysis is to offer a clear understanding of the definition, defining attributes, antecedents, and consequences of sound clinical judgment pertaining to nursing practice. Background Sound clinical judgment is essential in nursing because decisions made influence patient outcomes. Design This concept analysis guided by Walker and Avant's framework, dissects the concept to promote clarity and consensus. Data Source CINAHL, ProQuest for Nursing and Allied Health, ERIC, and Health Source/Nursing Academic Edition databases were searched using the keyword clinical judgment. Review Methods Articles in peer reviewed, scholarly journals written in English were considered from 1984 to 2017. Results The author concluded that decision-making is a surrogate term for clinical judgment. The attributes, antecedents, and consequences are discussed and supported by evidence. Cases illustrate the essence of the concept. Conclusions Clinical judgment is an ambiguous term that is synonymous with the term decision-making. It results from critical thinking and clinical reasoning. Using these findings, educators and administrators can use valid and reliable methods to identify the presence, foster the development, and measure the existence of clinical judgment in novice nurses with an ultimate goal to improve patient care.

Critical Thinking in Liberal Arts

Explicitly Teaching Critical Thinking Skills in a History Course. Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking, (e.g, pseudoscience). Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and to historical thinking and analysis. We investigated the effects of a history course on epistemically unwarranted beliefs in two class sections. Beliefs were measured pre- and post-semester. Beliefs declined for history students compared to a control class and the effect was strongest for the honors section. This study provides evidence that a humanities education engenders critical thinking. Further, there may be individual differences in ability or preparedness in developing such skills, suggesting different foci for critical thinking coursework.
Commemorating the Christmas Truce: A Critical Thinking Approach for Popular History D e s p i t e THIS GENERATION’S MEDIA SAVVY, they are often not particularly historically savvy: they do not always realize when they are being misled, nor do they have the critical thinking skills to uncover hidden messages or to challenge ideas that come to them through commemorative history. Yet their daily interactions with media not only increase the imperative that they develop this critical perspective, but also ensure that they have a foundation laid for such a critique. As young people navigating advertisements all the time through the media landscape, they can indeed be encouraged to apply that sensibility to the historical landscape as well. We as history teachers can create opportunities for students to develop historical consciousness through deliberately exploring questions about how history is being interpreted in the public realm; how it is being used for some social, political, or economic purpose; and how it is shaped to tell us our values as a community. To this cause, I offer to you a sample lesson used in my senior seminar last fall that can be adjusted for nearly any level of history student.
Cultivation of Critical Thinking Abilities in English Writing Teaching Abstract—Critical thinking is one of the key skills for English majors, while the “critical thinking deficiency” is a commonplace among English majors in our country. The reasons for the “Critical Thinking Deficiency” of English major students lie in the ambiguous learning objects, the misleading guidance of teaching methods and the narrow knowledge, etc. It is effective to combine the development of critical thinking in the English writing process to improve the “critical thinking deficiency” among English major students. The paper aims to explore the development of the critical thinking ability in the English writing course by setting the real writing task, adopting the multi-draft writing, and establishing the students’ writing portfolio, and in these ways the analyzing abilities, critical thinking abilities and the abilities to solve problems can be fostered , thus the students’ writing abilities can be improved. .
Open Studios is the beginning of a conversation: Creating critical and reflective learners through innovative feedback and assessment in Fine Art. In recent years, increased attention has been paid to feedback and assessment in Fine Art. This has revealed a need for the pedagogic culture of Art and Design subjects to be better understood, particularly from the perspective of the student experience. Accordingly, this article presents findings from a Higher Education Academyfunded project that investigated feedback and assessment within creative practice through a case study of Newcastle University's Open Studios (OS) feedback and assessment model. Through this we argue that multifaceted feedback models best address some of the problems surrounding the feedback-assessment relationship in studio-based disciplines, particularly assisting students to develop the critical and reflective capacities on which much studio-based tuition is built. Within this, however, careful consideration needs to be made of the power relationships in studio dialogues. Unlike traditional academic disciplines, the research revealed a premise placed on feedback rather than grades within Fine Art where, as the students put it 'it's more about building a practice'
Visual Thinking Strategies from the Museum to the Library: Using VTS and Art in Information Literacy Instruction. Visual Thinking Strategies (VTS) offers teaching librarians a unique opportunity to integrate a work of art directly into their instruction. VTS is a technique developed by Abigail Housen and Philip Yenawine that uses art in facilitated discussions to encourage participation, critical thinking, and close looking as well as synthesis of different points of views and complex thinking. In this article the author examines how VTS can be used in instruction to further the outcomes of information and visual literacy. Observations and questions that are generated as part of a VTS session can be employed to model a successful research strategy and to scaffold to the art historical concepts of formal analysis and critical analysis. The author starts with an introduction to the theory behind VTS and follows with examples of how VTS is being used as part of an information literacy instruction program offered by The Spencer Art Reference Library at The Nelson-Atkins Museum of Art.
From Tinkering to Thinkering. Tinkering as Critical and Creative Thinking Enhancer. Education research interest in Tinkering, as an informal method to engage students with STEM subjects, has been growing and growing in the last few years. Recent research has highlighted that Tinkering could be adopted not only to develop students' scientific knowledge but also to support thinking processes such as Critical Thinking and Creative Problem Solving. Despite these assumptions, there is still limited empirical research evidence concerning the impact of Tinkering on the development of the 21st Century skills. That is why the Centre for Museum Studies - University of Roma Tre investigated the influence of Tinkering activities on Critical and Creative thinking skills enhancement in museum educators and teachers involved in STEM education. To fill in the above gap of empirical evidence, the Centre for Museum Studies carried out a pilot study at "Città della Scienza" Science centre (Naples), where 30 participants (museum educators and STEM teachers) were involved in a two-day workshop on collaborative Tinkering activities. During the workshop, participants were required to take two kinds of pre and post-tests with the aim of assessing Critical and Creative thinking skills development. On one hand, in the Creative Thinking post-test participants showed significant improvement. On the other hand, despite there were no statistical differences concerning Critical Thinking assessment, a slight improvement in the post-test could be quantified. The data collected support follow up research, where the sample of the study could be enlarged and further measures for Critical and Creative Thinking assessment employed.
Life Science Undergraduate Mentors in NE STEM 4U Significantly Outperform Their Peers in Critical Thinking Skills The development of critical thinking skills in recent college graduates is keenly requested by employers year after year. Moreover, improving these skills can help students to better question and analyze data. Consequently, we aimed to implement a training program that would add to the critical thinking skills of undergraduate students: Nebraska Science, Technology, Engineering, and Math 4U (NE STEM 4U). In this program, undergraduates provide outreach, mentoring, and science, technology, engineering, and mathematics (STEM) education to K-8 students. To determine the impacts of serving as an undergraduate mentor in this program on critical thinking, we compared undergraduate mentors (intervention group) with nonmentor STEM majors (nonintervention, matched group) using the valid and reliable California Critical Thinking Skills Test (CCTST) as a pre/post measurement. Importantly, before the intervention, both NE STEM 4U mentors and nonmentor undergraduates scored similarly overall on the CCTST. However, the posttest, carried out one academic year later, indicated significant gains in critical thinking by the NE STEM 4U mentors compared with the nonmentors. Specifically, the math-related skills of analysis, inference, and numeracy improved significantly in mentors compared with nonmentors.
Improving Student's Critical Thinking through Technology at Historically Black Institutions This study examines the differences in students' critical thinking ability through the Watson-Glaser Online Assessment software in a pretest-posttest setting. There is a noticeable increase in the categories of Recognize Assumptions and Evaluate Arguments and a relatively large decrease in the category of Draw Conclusions. In general, students from Non-STEM majors benefits more from teaching with technology than those in STEM majors.
Explicitly Teaching Critical Thinking Skills in a History Course. Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking, (e.g, pseudoscience). Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and to historical thinking and analysis. We investigated the effects of a history course on epistemically unwarranted beliefs in two class sections. Beliefs were measured pre- and post-semester. Beliefs declined for history students compared to a control class and the effect was strongest for the honors section. This study provides evidence that a humanities education engenders critical thinking. Further, there may be individual differences in ability or preparedness in developing such skills, suggesting different foci for critical thinking coursework.

Problem Solving

Problem-Solving Skills of the U.S. Workforce and Preparedness for Job Automation Abstract: Automation and advanced technologies have increased the need for a better understanding of the skills necessary to have a globally competitive workforce. This study used data from the Program for the International Assessment of Adult Competencies to compare problem-solving skills in technology-rich environments among adults in South Korea, Germany, Singapore, Japan, Canada, Estonia, the United Kingdom, the United States, and Australia. Overall, the United States had the lowest scores among all countries, and in all countries scores declined with age. The United States had higher proportions of survey participants in the lowest skill category and lower proportions in the top-skill categories. The results of this study suggest changes in the U.S. educational and lifelong learning systems, and policies may be necessary to ensure all adults have the necessary skills in a competitive workforce.
Teaching Critical Thinking, Problem Solving, and Design Thinking: Preparing IS Students for the Future. Critical thinking and problem solving skills are included in the IS curriculum as foundational skills. IS education researchers recognize the importance of these skills for future IS practitioners given the complexity of the technology based society and economy of the future. However, there is limited work on how these skills are best taught in IS. This research reports on a course focusing on the explicit development of critical thinking and problem solving skills of first-year IS students at the University of Pretoria. The critical thinking part of the course focuses on the analysis, evaluation of, and response to arguments. Class discussions and assessments are based on local, authentic arguments. In the problem solving skills component of the course, students are taught to understand the nature of a problem and to classify it as belonging to one of three categories: puzzles, problems, and messes. For each category, appropriate problem solving approaches are suggested and practiced. To illustrate the role of design and creativity in problem solving, students have to create an artefact using the Maker Space of the university. They have to apply the five phases of design thinking as suggested by the Stanford d.school design thinking approach. The course has been presented since 2016, and feedback is collected from students annually. Based on a feedback questionnaire that the students complete at the end of each course, we have reason to believe that they find the course valuable and consider those skills to be applicable to other courses as well as elsewhere in their lives. They also point out the value it holds for their future as IS practitioners. As part of our ongoing research, we are investigating ways to develop a critical disposition amongst students, an important component of critical thinking.
Evaluating clinical problem-solving skills through computer simulations Computer-aid ed instruction (CAI) is being tested as a means of providing rehabilitation to clients with a wide variety of disabling conditions. The main advantage of CAI over traditional classroom teaching methods is the automatic interaction and immediate feedback that the student gains from learning with a computer. A recent study of rehabilitation students and counselors at the Texas Rehabilitation Commission showed that rehabilitation counselors performed better than students in the case simulation tests (as was expected). The counselors took more appropriate action for making decisions in the test scenarios. The results confirm findings derived from a similar test conducted in 1980. It appears that CAI can be a useful tool in providing students with simulated scenarios in which they must make rehabilitation decisions that approximate real-life situations. However, computer-based case-management simulations in rehabilitation medicine require larger and more representative norm groups.
Individual differences in students’ complex problem solving skills: How they evolve and what they imply. Changes in the demands posed by increasingly complex workplaces in the 21st century have raised the importance of nonroutine skills such as complex problem solving (CPS). However, little is known about the antecedents and outcomes of CPS, especially with regard to malleable external factors such as classroom climate. To investigate the relations between CPS and other constructs, we had Finnish 6th-grade students complete a test battery that included CPS tasks, fluid reasoning, classroom climate, and academic outcomes such as school grades and academic potential (N = 1,670). The working memory test was administered to a subsample of students (N = 357). A latent multilevel analysis suggests that (a) fluid reasoning, working memory, and classroom climate influenced CPS skills, and (b) CPS skills exhibited some incremental value in explaining school grades after controlling for cognitive ability, although the largest part of CPS’ relations to the outcomes was due to its overlap with other cognitive abilities. Further, on the class level, classroom climate showed a significant indirect effect on school grades via its influence on between-class differences in CPS. On the basis of this pattern of results, we argue that classroom climate is likely to be an important antecedent of CPS skills. Hence, we suggest that future research further explore how CPS is related to malleable factors such as classroom climate and extend analyses on the predictive validity of CPS to include real-world outcomes beyond the academic setting.
Developing Complex Problem-Solving Skills: An Engineering Perspective. While technical skills remain the core foundation for engineering graduates, professional competencies, including communication, teamwork, and complex problem solving, are increasingly important to succeed in work environments. To enhance the employability of our students, we have integrated several professional skills courses into our "Software Design and Engineering" master study curriculum, and combined each of them with a technical course. In this paper, we present a blended learning course design including didactic methods for teaching complex problem solving. The course is intertwined with a lecture on software integration topics, which enables the students to apply their complex problem-solving skills on real projects in a domain-specific context.
General Workplace Algebra. A Numerical Approach to Workplace Problem Solving. This learning module reviews basic algebraic principles, the use of algebra for solving mathematical problems in the workplace as related to electronics, mechanics, computer operations, printing, and the general concepts of algebraic formulas. The course provides students with a practical knowledge of algebra in areas such as variable algebraic addition, subtraction, multiplication and division of monomials and multinomials, and solving for specified variables from given formulas. The module includes units for six class sessions. Each unit includes the following materials: rationale, learning objectives, curriculum notes and references for the instructor, course outline, introduction, evaluations, information sheets, problems to solve, and transparency masters, pretests and posttests, and course evaluations.

Critical Thinking Skills

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Critical Thinking in Health Sciences

Human Services

Dental

General Health Sciences

Nursing

Critical Thinking in Liberal Arts

Problem Solving