Incorporating Critical Thinking: Teaching Strategies in Diagnostic Imaging Educatio

摘要

The motivation for this research comes from the need for DI students to be proficient in both the radiography subject matter through traditional teaching methods, and the development of critical thinking skills during assigned clinical rotations. Enhanced critical thinking skills allows for greater success during experiences where collaboration and teamwork is required in the diverse workplace. Educators are critical thinking agents to guide the students' development of life changing skills. The purpose of this qualitative single case study was to investigate the extent to which Diagnostic Imaging (DI) educators incorporate critical thinking into their teaching strategies. A web-based survey on teaching strategies was disseminated to DI educators to explore: Q1. Which strategies do DI educators use to encourage students to think critically? Q2. Which teaching strategies do DI educators believe are most effective in their teaching? Q3. Is there an association between how often and what is the perception of effectiveness of teaching strategies used by DI educators? Q4. What are the differences observed for different Programs in their use, perception of effectiveness, and knowledge of critical thinking teaching strategies by DI educators? The findings of this study will provide useful information to promote intellectual growth in enhancing critical thinking strategies among lecturers in DI education. Bloom's Taxonomy of Cognitive Domain is the guiding principle used in this study. The participants of the study are DI educators with experience in teaching in Associate Degree or Baccalaureate Degree DI programs throughout the United States. Themes revealed from the research includes: 1). critical thinking is enhanced when open supportive environment exists 2). There are multiple approaches to completing tasks, and all relevant to learning process 3). Engagement in critical thought is enhanced when situations and application includes previous knowledge. Next logical steps for future research includes determining if CT workshop attendance attributed to the larger number of educators knowledge about most effective CT strategies and also researching if differences exists between clinical and didactic faculty use of CT strategies.