Constructing critical thinking in health professional education.

ABSTRACT: INTRODUCTION:Calls for enabling 'critical thinking' are ubiquitous in health professional education. However, there is little agreement in the literature or in practice as to what this term means and efforts to generate a universal definition have found limited traction. Moreover, the variability observed might suggest that multiplicity has value that the quest for universal definitions has failed to capture. In this study, we sought to map the multiple conceptions of critical thinking in circulation in health professional education to understand the relationships and tensions between them. METHODS:We used an inductive, qualitative approach to explore conceptions of critical thinking with educators from four health professions: medicine, nursing, pharmacy, and social work. Four participant

SUBMITTER: Kahlke R 

PROVIDER: S-EPMC6002289 | biostudies-literature | 2018 Jun

REPOSITORIES: biostudies-literature