Edward Krupat, PhD
Richard Schwartzstein, MD
Monday, September 23, 2013 - 4:00-5:30 pm - TMEC 333 - RSVP
Monday, October 21, 2013 - 4:00-5:30 pm - TMEC 333 - RSVP
Monday, December 2, 2013 - 4:00-5:30 pm - TMEC 333 - RSVP
Monday, February 3, 2014 - 4:00-5:30 pm - TMEC L-008 - RSVP (canceled)
Monday, March 31, 2014 - 4:00-5:30 pm - TMEC L-008 - RSVP
Monday, June 9, 2014 - 4:00-5:30 pm - TMEC 425 - RSVP
Ayse Atasoylu, MD MPH
Keith Baker, MD PhD
Puja Banka, MD
Lisa Breen, MD
Zeina Chemali, MD MPH
Vincent Chiang, MD
Charles Day, MD MBA
Marc de Moya, MD
Lauren Fisher, DO
Jon Fox, MD
Lisa Frontado, MS EdM
Leo Ginns, MD
Stuart Goldman, MD
Richard Haspel, MD PhD
Emily Hayden, MD
Grace Huang, MD
Katharine Johnston, MD MA MSc
Martin Kafina, MD
Jean Klig, MD
Lisa Lehmann, MD PhD MSc
Andrew Lichtman, MD
Clifford Lo, MD PhD
Slyvia McKean, MD
Darshan Mehta, MD
Subha Ramani, MD
Joseph Rhatigan, MD
Jeremy Richards, MD
Elizabeth Rider, MD MSW
David Roberts, MD
Fidencio Saldana, MD
Lidia Schapira, MD
Douglas Smink, MD MPH
Robert Stanton, MD
Alan Woolf, MD MPH
- Goals and Achievements
- 2014 Meeting Minutes and Agendas
- 2013 Meeting Minutes and Agendas
- 2011-2012 Meeting Minutes and Agendas
The Academy Interest Group on Critical Thinking had a busy and successful year. The highlight of the year involved the group’s sponsorship of Medical Education Day on Oct. 25, 2011. Planned by Interest Group members David Roberts and Keith Baker, the theme for the day was “Teaching Critical Thinking Skills: From Theory to Practice.” Mark Quirk of the University of Massachusetts Medical School, our keynote speaker, gave a very wellreceived presentation on why we should, and how we can, shift the medical education paradigm from knowledge to critical thinking; and workshops were offered on concept mapping, assessment of critical thinking, the utility of failure in learning, and utilizing critical thinking teaching techniques at the bedside, in small groups and in the lecture hall. Many of the interest group members served as workshop leaders and facilitated enthusiastic and insightful discussion.
Meetings of the Interest group subsequent to Medical Education Day focused on proposing ways of building upon the excitement and momentum generated by that program. Discussions and tentative plans focused on several strategies for teaching and enhancing critical thinking, both for experienced and relatively inexperienced faculty. Plans are being made to introduce tutorial faculty into new means of incorporating techniques to encourage critical thinking into all FOM courses, and to initiate peer observation sessions that focus on feedback on instructors’ skills in encouraging critical thinking in both large-group and small-group settings. Discussions of the Group also centered on how best to use simulation to encourage critical thinking, how to encourage students to appreciate the distinction between the mere operations of the physical exam vs. using the exam to engage in physical diagnosis, and how to make best use of and further encourage curiosity among students. Group members heard presentations from faculty both in and beyond the Interest Group about several instructional innovations, in various states of development and implementation, in which Course Directors have revised teaching methods, content, and exams with the goal of getting students to take an active and analytic role in their learning. The challenge for the group in the coming year will be to encourage closer scrutiny of our goals, thereby defining a role for our Group in curriculum reform. In particular, we hope to expand the critical thinking orientation across the curriculum so that students consistently receive the message that we want them to question, to think, and to discover, not simply to absorb information.
Journal Article Discussion: Durning SJ, Artino A, Van der Vleuten CPM, Schuwirth LWT. Clarifying Assumptions to Enhance Our Understanding and Assessment of Clinical Reasoning. Academic Medicine. Academic Medicine, Vol. 88, No. 4 / April 2013
Journal Article Discussion: Williams, R. G., and D. L. Klamen. "Examining the Diagnostic Justification Abilities of Fourth-Year Medical Students." Academic medicine: Journal of the Association of American Medical Colleges (2012). Discussion led by Dr. Charles Day.
Bowen, Judith L. (2006). Educational Strategies to Promote Clinical Diagnostic Reasoning. Medical Education. 355;21. 2217-25.
Mylopoulos, Maria. Regehr, Glenn. (2007). Cognitive metaphors of expertise and knowledge:prospects and limitations for medical education. Medical Education. 41;12. 1159-1165.
Learning and Scientific Reasoning - Science 2009
Learning and Scientific Reasoning - SOM
Rogal, Sonya M. Exploring Critical Thinking in Critical Care Nursing Education: A Pilot Study. 2008. Journal of Continuing Education in Nursing. 39; 1.
Nouh T, Boutros M, Gagnon R, Reid S, Leslie K, Pace D, Pitt D, Walker R, Schiller D, MacLean A, Hameed M, Fata P, Charlin B, Meterissian SH. The script concordance test as a measure of clinical reasoning: a national validation study. Am J Surg. 2012 Apr;203(4):530-4. doi: 10.1016/j.amjsurg.2011.11.006
PowerPoint Slides for Discussion led by Leo Ginns, MD
Interest Group Resources:
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