Case study critical thinking skills

While instructors may be tempted to add more assignments to fulfill the competencies, continually adding assignments, without removing any, can be overwhelming for both students and faculty. Instead, the introduction of the new competencies provides an excellent opportunity to explore new ways of delivering lessons and addressing the required competencies. This article examines the use of an unfolding case study to meet the revised competencies surrounding quality improvement. While useful, this static presentation of information does not mimic the workplace, nor does it involve dynamic problem-solving skills.

Unfolding case studies present information in several stages, allowing students to receive information much in the manner they would in the workplace. Opportunities are created to consider how new data supports or refutes previously formed hypotheses. An overriding expectation of all HIM students is that they develop critical-thinking and problem-solving skills. This goal can be accomplished through the use of an unfolding case study that actively engages HIM students in problem solving associated with a specific situation. An ideal case study moves from simple to complex concepts, with instructor feedback at every stage.

Unfolding case studies are based on information processing theory. Developing a skillfully crafted unfolding case study involves planning and several considerations. What are the student learning outcomes? In how many stages should the information be delivered? What activities or questions will elicit problem-solving and critical thinking?

Against what criteria or standards will student responses be measured? Which groups will participate in the scenario—seasoned or less experienced students? What standards, competencies or guidelines will be highlighted? Consider what type of setting would provide the most meaningful context. Whether the students are novices or experts on the topic will also help shape the scenario.

Best Buy Case Study

This program, which is relatively new, began accepting students in Students may select either a management or a technology track within the program. As the new AHIMA Foundation competencies for HIM were reviewed, the decision was made to develop and pilot a quality improvement course that would meet numerous competencies.

Table 1 outlines the nine competencies covered in this unfolding case study. This course, Quality Assessment and Improvement HIMT , is an upper-level course taken by students in both the management and technology tracks. The Quality Assessment and Improvement course is delivered in a week semester, with one lesson per week.

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Individual student learning outcomes for the Quality Assessment and Improvement course include the following:. Development of the unfolding case study began with consideration of the type of setting hospital, nursing home, etc. Because many of the students in the program anticipate employment in hospitals, a hospital setting was selected. While a wide variety of measures, such as readmission rates, falls, infection rates, and so forth, are included in a robust quality improvement program, the monitoring of medication administration error rates was selected as the topic for the case.

This measure could transfer to other settings, and information is readily available in the literature about this topic.

Science Stories: Using Case Studies to Teach Critical Thinking

The case was delivered in four stages. Each stage was presented several weeks apart. Table 2 shows a summary of the information given in the assignment and the four steps of the unfolding case. Who is involved?

Critical Thinking And Case Analysis | College of Business - Illinois State

Who is affected? Who might be interested? When does it occur? How did this occur? How does it work — in theory? How does one factor affect another? Or, How do the parts fit into whole?

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Why did this occur? Why was that done? Possible situations What if this were wrong? What if there were a problem? What if this or that factor were — added? What does this mean? Why is this significant? Is this convincing?

What are the implications? Is it successful? How does it meet the criteria?

Critical Thinking

Is it transferable? How and where else can it be applied? What can be learnt from it? What needs doing now? Implications Solutions Conclusions Recommendatio ns Age 20 - 65 Women Men No. You just clipped your first slide! Clipping is a handy way to collect important slides you want to go back to later. For questions, please contact us. Case Study about how graduate Dr. But their instructor, Dr.

Jennifer Summers, walked into the classroom with a bigger goal — to teach the importance of critical thinking and this semester she used Packback to help.

Problem Solving & Critical Thinking: How to Build Vital Capabilities

We give them knowledge, but critical thinking with transformable learning is our main objective. Summers started teaching in and has year-round teaching responsibilities while working on tenure. As a registered and licensed OT, Dr.

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However, this teaching approach is often challenging for students who are accustomed to large lecture halls and standardized testing. In-class, Dr. Summers lays the foundation for students in a familiar way and keeps lectures interesting with videos and surveys. Summers focuses on student-driven discussions.

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