CONCEPTUALIZING CRITICAL THINKING LEARNING TRANSFER MODEL: A QUALITATIVE APPROACH

Noor Azura Mat Said,Harlina Harlizah Siraj @ Ramli,Nor Aishah Buang,Mohd Nasri Awang Besar,Siti Mariam Bujang

doi:10.32890/mjli2021.18.1.5

Abstract

Purpose â€“ Although there is a growing interest in Critical Thinking Learning Transfer (CTLT), detailed information regarding the transfer seems to be lacking, particularly in the Malaysian context. In addition, past studies have not focused on medical education. This raises the question: How do Malaysian medical undergraduates transfer their critical thinking learning? Thus, this study sought to explore the CTLT process among medical undergraduates in Malaysia, synthesize the CTLT model and present the types of CTLT. Methodology â€“ A qualitative case study approach was adopted. Eight medical undergraduates were selected using purposive sampling, through two sampling strategies. Data was obtained via in-depth interviews and analysed using thematic analysis. Findings â€“Three types of CTLT were found, namely near transfer, far transfer, and integrated transfer. Each type of transfer was specified into components. The participantsâ€™ conceptions of the CTLT process led to the development of a model that presented the types of CTLT and provided a better understanding of the extension of occurrence of CTLT among medical undergraduates. Significance â€“ The CTLT model adds value to the description of the CTLT process among students, especially in the context of the early clinical year medical programme. The model may also influence the future development of critical thinking pedagogies.

Highlights

Most educators are keen on innovative pedagogies such as learning with drones or robots
The researchers argued for an overall understanding of the Critical Thinking Learning Transfer (CTLT) process, and examined this process using a qualitative approach, so that it could be explored in more contexts among medical undergraduates in Malaysia
This study has provided detailed information regarding the Critical Thinking Learning Transfer process by presenting the types of CTLT, including the components of transfer

Summary

Introduction

Most educators are keen on innovative pedagogies such as learning with drones or robots Before inventing such pedagogies, an educator must understand the basic concept of students’ learning process, so that learning is suited to the learners, whether they are older learners, or children who are not yet able to differentiate between a whale and a fish. In this regard, most learning theories present conceptualizations of students’ learning, which have become fundamental in pedagogical development and innovation (Badyal & Singh 2017; Goldie, 2016; Khalil & Elkhider 2016; Kolb et al, 1999). Many researchers believe in developing critical thinking as it is recognized as an essential competency for medical graduates, a prerequisite skill for working professionals, a fundamental goal of the educational outcome, and a criterion for the accreditation of medical schools (Abdul Hamid, 2015; Azizi-Fini et al, 2015; Huang et al, 2015; Kivunja, 2014; Turner & Wattanakul, 2016)

Results

Discussion

Conclusion