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Beliefs And Practices Of Expert Respiratory Care Faculty On Critical-Thinking Learning: A Case Study, James Leland Hulse
Problem. The development of critical-thinking skills during the professional training of respiratory therapists is imperative for good practice. Research evidence suggests that interactive instructional strategies are far more effective than traditional lectures. Missing from the literature are thick descriptions of how faculty organize the delivery of respiratory therapy curriculum to develop critical thinking. This case study describes the beliefs and practices of faculty members in an academically strong program in view of developing critical thinking.
Method. A qualitative, single case-study design was used to identify critical-thinking strategies and beliefs incorporated by the faculty. The program was nominated by expert members ...