Active teaching model to promote critical thinking.

Fábio Da Costa Carbogim,Melina Mafra Toledo,Flávia Batista Barbosa De Sá Diaz,Greicy Kelly Gouveia Dias Bittencourt,Larissa Bertacchini De Oliveira,Vilanice Alves De Araújo Püschel

doi:10.1590/0034-7167-2018-0002

Abstract

To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

Highlights

In the midst of global transience, critical thinking (CP) has been pointed as a directive tool to the diligent analysis of the issues and changes that influence daily life(1-2)
ProblemBased Learning (PBL) has demonstrated a relationship with Critical Thinking (CT), we observed in the literature evaluated the need for a model that directly stimulated CT skills
The MEAPC was created whose pedagogical structuring was based on the Activity Theory(8), that is, it attributes the development of mental functions superior to the human and collective need, to appropriate the historically and culturally elaborated productions

Summary

INTRODUCTION

In the midst of global transience, critical thinking (CP) has been pointed as a directive tool to the diligent analysis of the issues and changes that influence daily life(1-2). It is a skill that involves intellectual criteria of reflection and action, having a preponderant role in political, economic, social, family, professional and educational decisions, implying in the construction of a just and democratic society(1) In this way, CT is a concept that reflects intellectual actions alluding to an organized, active and intentional effort to understand a situation or problem, including the careful evaluation of one’s own thinking and of others(1-2). CT is a concept that reflects intellectual actions alluding to an organized, active and intentional effort to understand a situation or problem, including the careful evaluation of one’s own thinking and of others(1-2) In nursing, it has been defined as the ability to use in professional actions the highest cognitive abilities, such as to analyze, to question, to evaluate, to conceptualize, comprehending individual and collective health problems in a more precise, logical and appropriate way. Studies(2-4) point out that the use of learning methodologies that generate possibilities for student-teacher and student-student active and problematizing interaction has positive results in the acquisition of cognitive and metacognitive psychosocial skills such as CT(2-4)

OBJECTIVE

Objectives

Study limitations