PROBLEM STATEMENT: Contemporary occupational therapy graduate students participating in PBL are not maximizing development of critical thinking skills before entry into professional education. Hypothesis: There will be a difference between students receiving a critical thinking teaching intervention in PBL, compared to those who do not receive the intervention, as measured by the Health Sciences Reasoning Test. OBJECTIVES 1. OT Graduate students will demonstrate improved performance in critical thinking skills after receiving an explicit teaching intervention in developing improved critical thinking skills, within 12 months, as measured pre/post by the HSRT. RESULTS: Analysis of data is in progress, tentative results will be disclosed at the session. OUTCOMES/IMPACT ON UNM SOM: Occupational therapy students will benefit directly, by receiving intensive teaching and learning opportunities to practice critical thinking and problem solving. The knowledge gained from the research can benefit other UNM SOM and HSC students and faculty to create an educational environment that supports contemporary learners to grow in confidence and competence in critical thinking and concurrently, with improved clinical reasoning. Funding: HSC Scholarship in Education Allocations Committee.
Wilhite, Carla and Soumyajit Chakraborty. "Comparing Critical Thinking Outcomes in 1st-Year Occupational Therapy Problem-Based Learning Groups Using Six Thinking Hats Strategy." (2019). https://digitalrepository.unm.edu/hsc_ed_day/38