Content area
Full Text
Objective: To provide a brief introduction to the definition and disposition to think critically along with active learning strategies to promote critical thinking.
Data Sources: I searched MEDLINE and Educational Resources Information Center (ERIC) from 1933 to 2002 for literature related to critical thinking, the disposition to think critically, questioning, and various critical-thinking pedagogic techniques.
Data Synthesis: The development of critical thinking has been the topic of many educational articles recently. Numerous instructional methods exist to promote thought and active learning in the classroom, including case studies, discussion methods, written exercises, questioning techniques, and debates. Three methods-questioning, written exercises, and discussion and debates-are highlighted.
Conclusions/Recommendations: The definition of critical thinking, the disposition to think critically, and different teaching strategies are featured. Although not appropriate for all subject matter and classes, these learning strategies can be used and adapted to facilitate critical thinking and active participation.
Key Words: athletic training education
The development of critical thinking (CT) has been a focus of educators at every level of education for years. Imagine a certified athletic trainer (ATC) who does not consider all of the injury options when performing an assessment or an ATC who fails to consider using any new rehabilitation techniques because the ones used for years have worked. Envision ATCs who are unable to react calmly during an emergency because, although they designed the emergency action plan, they never practiced it or mentally prepared for an emergency. These are all examples of situations in which ATCs must think critically.
Presently, athletic training educators are teaching many competencies and proficiencies to entry-level athletic training students. As Davies1 pointed out, CT is needed in clinical decision making because of the many changes occurring in education, technology, and health care reform. Yet little information exists in the athletic training literature regarding CT and methods to promote thought. Fuller,2 using the Bloom taxonomy, classified learning objectives, written assignments, and examinations as CT and nonCT. Athletic training educators fostered more CT in their learning objectives and written assignments than in examinations. The disposition of athletic training students to think critically exists but is weak. Leaver-Dunn et al3 concluded that teaching methods that promote the various components of CT should be used. My purpose is to provide a brief introduction...