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Critical Thinking
| Term | Definition |
|---|---|
| Critical Thinking | A systematic way to form and shape one's thinking. It functions purposefully and exactingly. It is thought that is disciplined, comprehensive, based on intellectual standard and as a result well-reasoned. |
| 5 main parts of Critical Thinking | -Functions Purposefully & Exactingly -Disciplined -Comprehensive -Based on Intellectual Standards -Well Reasoned |
| What is the main purpose? | Why is the patient here today? |
| What is the most important information? | What important things has the patient told me? |
| What data supports the main purpose? | What data agrees with what the patient has said? |
| What are the key concepts or most important ideas? How do they relate to the main purpose? | What are the key concepts or most important ideas? How do they relate to the patient's purpose? |
| What message is the author trying to convey? | What is the patient trying to convey? |
| Fair vs Unfair Minded | Evaluates all view points equally |
| Autonomy vs Conformity | Think for yourself and reach your own conclusions |
| Perseverance vs Laziness | Dedicated to finding an effective solution even to complex problems |
| Integrity vs Deceit | Requires rigorous proof of your own knowledge and beliefs as well as of other's |
| Creativity vs Not Creative | Value traditional solutions, but thinking outside the box may be needed |
| Humility vs Arrogance | Aware of the limits of your own knowledge & willing to admit you don't know |
| Confidence vs Distrust | Have confidence that well-reasoned thinking leads to sound conclusions |
| Clarify your thinking | -Don't agree or disagree until you're sure you understand what was said - When transmitting information, restate your point in different words or give examples to illustrate your point |
| Discipline your thinking | Stay focused on the task at hand |
| Ask meaningful questions | - Ones that will deepen your understanding, clarify situation or problems - Don't accept how others portray the situation or problem |
| Be willing to change your mind | When presented with good reasons to do so |
| The Basic Approach to Problem Solving | Step 1: Identify the problem Step 2: Identify possible solutions Step 3: Select the best option Step 4: Impliment the solution Step 5: Evaluate the results |
| Identify the Problem | Define the problem clearly |
| -Gather information and identify possible solutions | -Data may need to be collected, the patient questioned and solutions brainstormed -Brainstorm in small groups -Collect data from the patient through assessment - Conduct research |
| Select the best option | -From the list of possible solutions (brainstorming ideas) choose one that provides the best chance for success |
| Implement the solution | - Give the solution time to work (have patience) |
| Evaluate the results | -After sufficient time, reassess the situation to see if the problem has been resolved or a new solution is needed |
| Trial and Error Problem Solving | -Testing many solutions until one that works is found - Not effective for health care workers • Could be dangerous to patients |
| Scientific problem solving | •More comprehensive version •More realistic for research settings 1. Problem identification 2. Data collection 3. Hypothesis formulation 4. Plan of action 5. Hypothesis testing 6. Interpretation of results 7. Evaluation |
| Scientific Method | Ask questions Do background research Construct hypothesis Test with an experiment Analyze results & draw conclusion Report results |
| Intuitive | Using past experience to indistinctly identify a solution |
| Four processes of studying | -Refreshing ones memory -Taking in new information -Organizing and memorizing data -Making connections among information |
| Study area: Desired features (free of distraction) | -Adquete but not overwhelming lighting -Comfortable temperature -Soft, non-distracting background music or white noise -No phone -No TV -Comfortable chair (avoid bed, too easy to nap) |
| Daily Preparation (break into small chunks) -Get a planner, make to-do lists | -Read texts -Review notes -Study patient files -Analyze test results -Consult fellow learners or colleagues -Examine additional resources |
| Reception | Taking in information without knowing what it means |
| Perception | Giving meaning to information |
| Selection | Recognizing information as important or unimportant - Important: processed and stored -Unimportant: forgotten |
| Short term memory | -Limited, lasts 15 secs, holds 5-9 chunks of material -Working memory-part of your short term memory that first perceives information |
| Long term memory | -Organized and stored data - Better organized, more often recalled and use info stays longer |
| Techniques for trouble remembering important things | - Say or write down everything you can remember about the information you're seeking - Try to recall events or information in a different order - Recreate the learning environment or relive the event - Try to recapture what you said, thought, or felt |
| Making personal associations | Between familiar items and new information helps in remembering new information |
| Acronyms | Words created from the first letter of each word in a phrase or each item on a list - RICE: Rest, Ice, Compress, Elevate |
| Acrostics | Phrases or sentences created from the first letter of each item on a list |
| Music | Song lyrics |
| Forming study groups can be useful, however each member should be.... | - Committed: Interested in learning the material - Contributing: Willing to share their knowledge - Compatible: Overlook difference and focus on learning - Considerate: Arrive on time and ready to work |
| Making the most of a study group.... | -Determine objectives: what are you going to learn -Prepare in advance: reading, reviewing notes -Alternate instruction: everyone in the group learns the material better -Focus on the task -Watch One-Do One-Teach One -Read it-Apply it-Share it |
| Health care audit | Random view of patient records by committee |
| Subjective | What did the patient tell you/ what they informed you of "What bring you in today?" |
| Objective | What you find during your examination of the patient What you observe |
| Assessment | Your differential diagnosis of the patient -Analysis of issue -Potential diagnosis -Relevant info concerning progress of patient |
| Plan | Treatment plan -Medications -Referrals -Additional test -Follow-up appointments |
| Medical History & Examination Sheet | -Patient history -Family history -Social history -Results of physical examination -Current medical condition |
| Patient History Information (part of medical history) | -Allergies -Immunizations -Childhood diseases -Current & past medications -Previous illnesses -Surgeries -Hospitalizations |
| Family History Information (part of medical history) |
Created by:
kaylarobinson06
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