Promoting Critical Thinking in an Online Certificate Program for Faculty in the Health Professions

Autor/inn/en	Thompson, Carol C.; Patterson, Jill
Titel	Promoting Critical Thinking in an Online Certificate Program for Faculty in the Health Professions
Quelle	In: American Journal of Distance Education, 33 (2019) 1, S.71-84 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2019.1555304
Schlagwörter	Critical Thinking; Teaching Methods; Masters Programs; Certification; Health Personnel; Adult Education; Online Courses; Professional Continuing Education; Computer Mediated Communication; Metacognition; Instructional Effectiveness; Medical Education; Problem Solving + Suchen Sie Ihr Suchwort? Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Abschlusszeugnis; Zertifizierung; Medizinisches Personal; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Online course; Online-Kurs; Berufsfeldbezogener Unterricht; Weiterbildung; Computerkonferenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterrichtserfolg; Medizinische Ausbildung; Problemlösen
Abstract	Organizations governing education in the health professions have recently called for changes in teaching to promote students' use of critical thinking (CT). Expectations for CT in courses to train educators should be aligned with the expectations of student use of CT. A growing number of certificate and master's-level programs are being developed to address the needs of educators in the health professions who are unlikely to have experienced training in adult education, curriculum development, and assessment. This study explored the extent to which online course discussion forums in continuing profession education courses on teaching and curriculum design can play a role in the development of participants' CT skills. It investigated an online pilot program of courses that relied heavily on discussions, with prompts designed to elicit higher-level thinking. The 190 discussion posts made over the four program courses were analyzed for CT. Posts were cross-coded by both authors. Frequency of CT increased substantially over the program. Metacognition use in particular rose sharply and consistently. We found that carefully structured online courses can promote CT among educators in the health professions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01