These cognitive skills are employed to form a judgment. The use of CT skills such as analysis of inferences and assumptions shows involvement in the CT process. Not only is this person evaluating, analyzing, and interpreting the information, he or she is also analyzing inferences and assumptions made regarding that information. All of these definitions describe an individual who is actively engaged in the thought process. My purpose is to provide a brief introduction to the definition and disposition to think critically along with active learning strategies to promote CT.įour commonly referenced definitions of critical thinking are provided in Table Table1. Leaver-Dunn et al 3 concluded that teaching methods that promote the various components of CT should be used. The disposition of athletic training students to think critically exists but is weak. Athletic training educators fostered more CT in their learning objectives and written assignments than in examinations. Fuller, 2 using the Bloom taxonomy, classified learning objectives, written assignments, and examinations as CT and nonCT. Yet little information exists in the athletic training literature regarding CT and methods to promote thought. As Davies 1 pointed out, CT is needed in clinical decision making because of the many changes occurring in education, technology, and health care reform. Presently, athletic training educators are teaching many competencies and proficiencies to entry-level athletic training students. These are all examples of situations in which ATCs must think critically. Envision ATCs who are unable to react calmly during an emergency because, although they designed the emergency action plan, they never practiced it or mentally prepared for an emergency. Imagine a certified athletic trainer (ATC) who does not consider all of the injury options when performing an assessment or an ATC who fails to consider using any new rehabilitation techniques because the ones used for years have worked. doi:10.1371/ development of critical thinking (CT) has been a focus of educators at every level of education for years. fMRI study of social anxiety during social ostracism with and without emotional support. Nishiyama Y, Okamoto Y, Kunisato Y, et al. The impact of mindfulness on empathy, active listening, and perceived provisions of emotional support. Active listening: The key of successful communication in hospital managers. Jahromi VK, Tabatabaee SS, Abdar ZE, Rajabi M. A 3-stage model of patient-centered communication for addressing cancer patients' emotional distress. Michigan State University, MSU Extension.ĭean M, Street Jr RL. Balancing openness and interpretation in active listening. This can help keep you from feeling annoyed and unheard. If you're talking with another person and they are clearly uninterested in the conversation, it may be best to end that conversation respectfully. Understand when exiting the conversation is best. By seeing you demonstrate active listening, they might become a better listener too. Continuing to practice these skills may just inspire the person you're conversing with to do the same. Be patient with yourself as you go through the learning process. Like with any skill, being good at active listening takes some practice. Practice your active listening skills.If you both have passion for the topic, it becomes easier to stay fully engaged in the conversation. This works particularly well when engaging in small talk as you get to know one another. This naturally causes you to ask more questions and to seek to understand, which are two of the core foundations of active listening in communication. The more curious you are about something, the easier it becomes to want to know more.
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