The Higher Education Academy

Critical thinking
Medicine, Dentistry and Veterinary
Medicine

Defining the concept promoting the

practice
Dr. Susan Jamieson Faculty of
Medicine University of Glasgow
www.medev.ac.uk

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Barnett (1997):
defining concept of Western University

The Scottish Doctor' (2000):

'critical thinking' is a level 3' learning
outcome

GMC Medical Education Conference (2005):

"...we want... [students] ... to be critical
thinkers" (P. McCrorie, p15)
420 hits on Glasgow University website!
[20.03.07]

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Definitions (i)
"As an intellectual virtue” it includes skills and
understanding - including but not restricted to:
an ability to formulate and assess arguments,
sensitivity to language, a sense for the importance
of context, and
an ability to apply and also critically reflect on the
appropriate criteria of judgment.
As a virtue of character it includes the habit of
critical reflection on one's own and others'
problematic assumptions and the valuing of
reasoned support for beliefs and actions".
Blair, in Fisher. 1988 (p25)

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Definitions (ii)

Critical thinking is the consideration of

alternative arguments in light of their evidence.
Missimer. 1995. p 108

An argument is "a combination of two forms of

statement: a conclusion and the reasons
allegedly supporting it”.

Browne & Keeiey, 2007, p26

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Definitions (iii)

"Learning to think critically means:

Learning how to question, when to

question and what questions to ask

Learning how to reason, when to use

reasoning and what reasoning
methods to use.“

Fisher, 2006. p53

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Common elements in definitions
Critical thinking requires:
 a questioning mind
 a willingness to question one's own views
and beliefs
 an ability to reason
 an ability to detect strengths and flaws in
arguments (including one's own)
 an ability to make judgments about
statements, evidence, arguments, using
specific criteria

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Common elements
In definitions 12 aspects ct

1. Q 1. M
2. W 2. A
3. R 3. C
4. D
5. J
4. F
5. A
6. S
7. R
8. W
9. I
10. A
11. A
12. A

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12 aspects of critical thinking (Ennis)
1. Grasping the meaning of a statement
2. Judging whether there is ambiguity in
reasoning
3. Judging whether statements contradict each
other
4. Judging whether a conclusion follows
necessarily
5. Judging whether a statement applies a
principle
6. Judging whether a statement is specific
enough
7. Judging whether an observation statement is
reliable
8. Judging whether an inductive conclusion is
warranted
9. Judging whether the problem has been
identified
10.Judging whether something is an assumption
11.Judging whether a definition is adequate
12.Judging whether a statement taken on
authority is acceptable 8
Ennis. 1962 (cited by Fisher. 2006. p55-56)
 Paul & Elder's "Intellectual
standards“

1. Clarity
2. Accuracy
3. Precision
4. Relevance
5. Depth
6. Breadth
7. Logic
8. Significance
9. Fairness (KEADILAN)

Paul & Elder. 2004

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 Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

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 How can we promote critical
thinking ability?

1. Encourage the habit of

(self-)questioning
2. Provide teaching and learning activities
that call for critical thinking/higher
cognitive skills
3. Encourage the use of criteria that may
be used to form judgments about the
merit of statements, evidence,
arguments
4. Encourage a 'safe' environment
5. Be a role model

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Promoting critical thinking: asking
questions

I keep six honest serving men

(They taught me all I knew);

Their names are What and Why and When

And HoW and Where and Who.

Rudyard Kipling

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ACTIVITY 3:
Ask questions employing intellectual standards
–
Exemplars

Clarity Will you elaborate, please?

Accuracy How can we check if that's true?
Precision Could you give me more details?
RelevanceHow does that relate to the question?
Depth What are the underlying issues, here?
Breadth Is there another perspective?
Logic Does that follow from your first point?
Significance Which is the most important aspect?
Fairness Do you have a conflict of interest here?
www.niGdev.ac.uk

Paul & Elder. 2004

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Questioning

• Socratic approach
-Focus on asking students questions
• Pause!
• Index card technique/'deck of cards'
'engaged lecture'
involves all students
combine with active listening
• Pyramid teaching
-Involves all students
• Critical reflection
-Self-questioning
• Demonstrations or other stimuli

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 Learning activities to promote
critical thinking/higher cognitive
skills

• Study questions
• Pre-Quiz
• Charts
• Discussion objects
• Role play/argue opponent's view
• Creating order (biochemical
pathways, clinical procedures)
• False analogies

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 Creating a framework for critical
thinking

• gives students ownership

• may be used for critical appraisal of
literature
• may be used for students' self-
assessment of their work
• may be used to generate criteria for
• Summative assessment of
students' work

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Frameworks for critical thinking (i)

1. Purpose
2. Information
3. Inferences/conclusions
4. Concepts
5. Assumptions
6. Implications/consequences
7. Points of view
8. Questions
Paul & Elder. 2004

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Frameworks for critical thinking (ii)

SEADS:

What is the source?

What is the evidence?
What assumptions are being made or
implied?
What definitions of key terms are being
used?
What is that slant, bias, or special interest
reflected in the statement?

Barell. 2003

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Frameworks for critical thinking (iii)

What is the issue and the conclusion?

What are the reasons?
What words or phrases are ambiguous?
What are the value conflicts and
assumptions?
What are the descriptive assumptions?
Are there any fallacies in the reasoning?
How good is the evidence?
Are there rival causes?
Are the statistics deceptive?
What significant information is omitted?
What reasonable conclusions are
possible?

Browne & Keeley, 2007

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How can we promote critical
thinking ability?

Encourage a 'safe' environment

Be a role model !!!!

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Selected References
Barell. J. (2003) Developing more curious minds. Virginia: Association for
Supervision & Curriculum Development.
Barnett, R. (1997) Higher education: a critical business. Bucks: Open
University Press.
Blair, J.A. (1988) Current issues in informal logic and critical thinking. In
Fisher, A. (Ed.) Critical
thinking: Proceedings of the first British conference on informal logic and
critical thinking
(pp15-29). University of East Anglia. Bloom. B.S. et al (1956) Taxonomy of
educational objectives, handbook I: Cognitive domain.
New York: David MacKay.
Browne. M.N. & Keeley, S.M (2007) Asking the right questions. New
Jersey: Pearson Prentice
Hall. Cottrell, S (2005) Critical thinking skills: Developing effective
analysis and argument.
Hampshire: Palgrave Macmillan.
Fisher. R. (2006) Teaching children to think. 2nd. Ed. Cheltenham: Stanley
Thornes Publishers.
McCrorie, P. (2005) In From here to where: GMC Medical Education
Conference. http://www.amc-uk.org/education/med ed/9 mav 2005
education conference.pdf [accessed 20.03.07]
Missimer, C.A. (1995). Good arguments: An introduction to critical
thinking. 3rd edition.
New Jersey: Prentice-Hall.
Paul, R. & Elder. L. (2004) The miniature guide to critical thinking: Tools
and concepts. California: The Critical Thinking Foundation. ill, R. & Elder.
L. (2006) How to improve student learning: 30 practical ideas. California:
mLti^ Critical Thinking Foundation.

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