1. Teaching critical thinking
Kojuri J MD. Cardiologist. Interventionist
full professor of SUMS

2. Definition
Attitude
Knowledge
Reasoning skills

3. Critical thinking involves problem solving and making decisions based on reasoning skills , intellectual curiosity , and active learning

4. How we teach critical reasoning?

5. Facts
1)Watson –Glaser Critical Thinking Appraisal (WGCTA) predict student success in medical school
2)Critical thinking skills of individuals selected to become medical students remained stable even with current practice at medical school of including more diverse population and many disadvantaged students
3) No difference in majority and minority students , or different sex
4)There is small but significant decrease in critical thinking as age increase
5) Critical thinking skills increases with education and training

6. Critical Thinking versus Problem Solving
Rather than seeking a specific solution to a problem,
critical thinking aims to raise questions on all aspects of the situation and critique the solutions. Critical thinking
is not centered on seeking an answer, whereas problem solving by its very nature expects an answer

7. Critical Thinking versus Clinical Decision Making
* Critical Thinking versus Clinical Decision Making * Critical Thinking and Creative Thinking

8. Tools to teach critical thinking
1)Concept map
2)Student portfolio
3)Lateral thinking
4)formal/informal writing assignments or brief case studies
5)questions that involve reasoning skills and the ability to organize and articulate knowledge
6)dialoging on complex problems

9. CONCEPT MAP IS A TOOL TO FOSTER CRITICAL THINKING AND CREATIVITY

10. Type of learning
Rote learning: verbatim memorizing, concept not addressed, can not be linked to previous knowledge, little transferred to long term memory. Fail to help in future learning and lead to misconception
Meaningful learning: concepts well appreciated, link to prior knowledge, potentiate self directed learning, more efficient and more lasting, go to long term memory

11. Medical student learning
Traditional curriculum for basic science (lecture based): rote learning
PBL for basic science learning: meaningful learning
Clinical curriculum: in both school large degree of meaningful learning

12. Concept map Identifying important concepts
Interconnecting concepts by using verbs that describes the hierarchical relations of concepts
Make a picture of important concepts by important links

13. Instruction
Identify the concepts: concept is a word that form some pictures or events in your mind.
Establish the order of concept: rank the concepts from general to specific, build a hierarchical framework of your concepts
Determine the relations between the concepts: linking the concepts by line and defining the relations
Look for cross links between the concepts: same as prior stage but think of horizontal links.
Examine the map: make sure that map is hierarchical with meaningful relations

14. How to make concept map

15. Concept map conclusion
*Concept map is potentially breakthrough in all kinds of learning i.e. traditional basic science and PBL basic science and clinical curricula, residency, lifelong self learning.
*Link the available knowledge with prior one, give meaning to concepts, lead to retention of information and provide sticky points for future understandings

16. Concept maps as a teaching aid
*Organize a lecture by making a concept map
*Caution of memorizing the map
*Having students concept map a lecture you give
*As a feedback and as a exercise
*May be a tool to integrate new knowledge with memorized knowledge

17. 1)Concept maps foster students’ ability to organize new concepts thus creating a high capability of student problem solving and holistic thinking
2) Facilitate critical or in-depth thinking through connecting
topics that the students did not correlate
3) Good way to connect points that you don’t normally connect
4) Concept maps allowed for creativity by developing a system of thinking that included pattern
recognition, the ability to think broadly on topics and finally,
Allowed for knowledge integration
5) Facilitate pattern
recognition and fostered a greater understanding of differential
Diagnosis
6) Think independently, produces more self-confidence
7) Reaching to border of science

18. Critical thinking Vs. Lateral thinking
The brain as a self-organising information system forms asymmetric patterns.
In any self-organising system there is a need to escape from a local optimum in order to move towards a more global optimum

19. Definition Lateral Thinking is for changing concepts and perceptions!
Edward de Bono

20. Definition
With logic you start out with certain ingredients just as in playing chess you start out with given pieces. But what are those pieces? In most real life situations the pieces are not given, we just assume they are there. We assume certain perceptions, certain concepts and certain boundaries. Lateral thinking is concerned not with playing with the existing pieces but with seeking to change those very pieces.

21. Definition Vertical thinking Parallel thinking Lateral thinking
lateral thinking is not for fixed knowledg and time constrain

22. روش تفکر جانبی تغییر شک و تردید تعویق قضاوت اندیشه های حاکم تقسیم
معکوس سازی
بررسی راه‌های مختلف
توجه به عواطف
تجسم قوی
نگاهی دوباره
درونکساری

24. References:
1)A qualitative evaluation of medical student learning with concept maps Medical teacher :2007; 29: 949–955 2)