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Presented by: Dr. Shirley Collar, RHIA & Sheila Newberry, M.Ed., RHIT (Program Director) Health Information Management/Coding/Informatics.

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Presentation on theme: "Presented by: Dr. Shirley Collar, RHIA & Sheila Newberry, M.Ed., RHIT (Program Director) Health Information Management/Coding/Informatics."— Presentation transcript:

1 Presented by: Dr. Shirley Collar, RHIA & Sheila Newberry, M.Ed., RHIT (Program Director) Health Information Management/Coding/Informatics

2  Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.  It is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness ◦ A statement by Michael Scriven & Richard Paul presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987

3  Robert H. Ennis, Author of The Cornell Critical Thinking TestsThe Cornell Critical Thinking Tests  Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe and do.  Good critical thinking is skillful and responsible thinking in which you study the problem from all angles, and then exercise your best judgment to draw conclusions.

4  Critical thinking refers to the thought processes used to evaluate information and the practice of using such conclusions to guide behavior (Dictionary.com). Critical thinking  The critical thinking process is the ultimate information filtering process in the absence of emotional barriers (Xander Hamilton-Reeves,

5  The Definition Game ◦ Group One  Identify an object in the room (e.g. chair, mobile phone)  Ask Group Two to provide a definition. ◦ Group One is responsible for criticizing the definition ◦ Group Two continues to modify the definition to deal with objections from Group One.

6 1. ____________________________________ 2. ____________________________________ 3. ____________________________________ 4. ____________________________________ 5. ____________________________________

7  How do you shift your student’s thinking from “basic” critical thinking to a higher level of analysis and evaluation?  What is the impact of adding “What If” to a specific critical thinking scenario?  How can you write 4 levels of the same scenario utilizing 3 “What If’s”?

8  Robert Loft is a pharmaceutical salesman for CC Pharmacy Company. He has worked for them for twelve years. In those twelve years, he has had glowing evaluations and was named salesperson of the year five times. Dr. Leonard is a general medical practitioner who has known Loft for about four years. They have a very good relationship and play golf at the same country club. Last week, Loft brought in approximately 30 bottles (15 pills per bottle) of an extremely expensive children's vitamin. Dr. Leonard's practice is about 40% low income families so Robert tries to give Dr. Leonard as many free samples as he can. The office staff, (about 5) decides to take home two bottles each of the new vitamins for their children. They encourage you to do the same; you do not participate. Robert Loft stops by and as he is stocking the medicine shelf with other samples, he notices 10 bottles of the new vitamins were gone. He asked Dr. Leonard if he wanted him to bring him more vitamin samples and was shocked to learn Dr. Leonard has not yet dispensed any of the vitamins to his patients. When Dr. Leonard questions his staff about the missing vitamins, the staff tells him Robert gave them permission to take the samples for their own personal use. You know firsthand this is a lie. Robert is now being labeled as a thief and a liar, his job is in jeopardy, his boss distrusts him, and his reputation is marred and smeared.

9  Utilizing the ARC’s 6 step process, analyze and evaluate the scenario Loft vs. Dr. Leonard 1) Communication: Define the problem in your own words. 2) Analysis: Compare & contrast the available solutions within the scenario. 3) Problem Solving: Select one of the available solutions and defend it as your chosen solution. 4) Evaluation: Identify the weaknesses of your chosen solution. 5) Synthesis: Suggest ways to improve/strengthen your chosen solution (may use information not contained within the scenario). 6) Reflection: Reflect on your own thought process after completing the assignment.

10  Writing 4 levels of the same scenario utilizing 3 “What If’s”. Creating a paradigm shift from basic critical thinking to a higher order of analysis and evaluation. Level 1 Basic: Only Robert and one of Dr. Leonard’s employee’s knows the truth. Dr. Leonard and Robert’s employer believe he is guilty. Level 2 Reflection shift “What If”: Only Robert and Dr. Leonard’s staff know the vitamins were taken. Neither Dr. Leonard or Robert’s employer knows anything about the missing vitamins. Level 3 Reflection shift “What If”: Only Robert, Robert’s employer, and Dr. Leonard’s staff know the vitamins were taken. Dr. Leonard does not know anything about the missing vitamins. Level 4 Reflection shift “What If”: Only Dr. Leonard, Robert’s employer, and Dr. Leonard’s staff know the vitamins were taken. Robert does not know he is being accused of telling the staff it is ok to take the vitamins home for their children.

11  Utilizing the ARC’s 6 step process, analyze and evaluate the scenario Loft vs. Dr. Leonard utilizing the information in Levels ) Communication: Define the problem. 2) Analysis: Compare & contrast the available solutions. 3) Problem Solving: Select one of the available solutions and defend it. 4) Evaluation: Identify any weaknesses in your solution. 5) Synthesis: Suggest ways to improve/strengthen your solution. 6) Reflection: Reflect on your critical thinking thought process.

12  Agnes Winters is a 58 year old computer support analyst at Heller Technologies. On January 3, 2011 Agnes went to Booker's Drug Store to pick up her prescription for Coumadin. While at the store, Agnes slipped and fell in front of the ice machine on ice chips that had spilled out from a broken bag. The owner of Booker's felt Agnes needed to be taken to the hospital by ambulance and called for transportation. Luckily, Agnes only sustained multiple bruising on her right upper arm, right hip, and lower right leg. She had no other injuries or side effects from the fall. Agnes' insurance company, Medical General, paid for the emergency room visit but is refusing to pay for the ambulance transport to the hospital. The insurance company did not feel Agnes presented herself as being in a life- death situation that warranted an ambulance. Medical General Insurance believes that Booker's Drug Store should be responsible for the $ transport charge due to the Emergency Services Ambulance Company. After seeking legal advice, Agnes is trying to decide if she should file a lawsuit against Booker's Drug Store and actually go to trial court. Her other options would be to file the lawsuit and choose to settle the dispute through arbitration or mediation.

13  Utilizing the ARC’s 6 step process, analyze and evaluate the scenario Winters vs. Booker’s Drug Store 1) Communication: Define the problem in your own words. 2) Analysis: Compare & contrast the available solutions within the scenario. 3) Problem Solving: Select one of the available solutions and defend it as your chosen solution. 4) Evaluation: Identify the weaknesses of your chosen solution. 5) Synthesis: Suggest ways to improve/strengthen your chosen solution (may use information not contained within the scenario). 6) Reflection: Reflect on your own thought process after completing the assignment.

14  Writing 4 levels of the same scenario utilizing 3 “What If’s”. Creating a paradigm shift from basic critical thinking to a higher order of analysis and evaluation. Level 1 Basic: The owner of Booker's Drug Store felt Agnes needed to be taken to the hospital by ambulance and called for transportation. Level 2 Reflection shift “What If”: The owner of Booker's Drug Store was not in the building at the time Agnes fell and the on-staff Pharmacist felt Agnes needed to be taken to the hospital by ambulance and called for transportation. Level 3 Reflection shift “What If”: The owner of Booker's Drug Store was not in the building at the time Agnes fell and the day shift supervisor felt Agnes needed to be taken to the hospital by ambulance and called for transportation. Level 4 Reflection shift “What If”: The day shift supervisor had an emergency phone call from home and left the building. The owner of Booker’s drug store was in the back storage room doing his monthly stock inventory and came out when he heard the ambulance pull in the parking lot. One of his part-time employees felt Agnes needed to be taken to the hospital by ambulance and called for transportation.

15  Utilizing the ARC’s 6 step process, analyze and evaluate the scenario Winters vs. Booker’s Drug Store utilizing the information in Levels ) Communication: Define the problem. 2) Analysis: Compare & contrast the available solutions. 3) Problem Solving: Select one of the available solutions and defend it. 4) Evaluation: Identify any weaknesses in your solution. 5) Synthesis: Suggest ways to improve/strengthen your solution. 6) Reflection: Reflect on your critical thinking thought process.

16 Thank You!!! Shirley & Sheila


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