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

• In Event: Poster Session 16
  In Poster Session: Education and Assessment in the Professions Poster Session

Abstract

This qualitative study investigates the use of critical thinking in a new online certificate-to-masters program for health professions faculty. The program was designed and piloted collaboratively with 2 public university medical schools and a college of education. Courses were aligned with the schools’ social justice missions and the emphasis on critical thinking (CT) in medical education curricula. Course structure centered on lengthy responses to discussion prompts. Responses were coded for CT attributes (critically assessing others’ posts, using evidence, metacognition). Frequency of CT increased substantially over the program. Metacognition use in particular rose sharply and consistently. Other CT attributes declined where interactivity was not required. We found that carefully structured online courses can promote critical thinking among health professions educators.

Authors

• Carol Cuthbertson Thompson, Rowan University

• Jill Patterson, William Paterson University