Department of Anatomy and Medical Imaging, School of Medical Sciences, The University of Auckland, Auckland, New Zealand.
University of Johannesburg, Johannesburg, South Africa.
J Med Radiat Sci. 2023 Dec;70(4):369-379. doi: 10.1002/jmrs.697. Epub 2023 Jun 22.
Critical thinking is a much-needed skill required by radiography students, across disciplines, when they graduate. The facilitation of critical thinking is a task that radiography educators are faced with in order to produce graduates who can apply these skills in the clinical setting, for the best care of the patient. The development of critical thinking skills is challenging, and currently there is no radiography-specific model which has been implemented and evaluated as a framework of reference for radiography educators. The aim of this article is to present a critical thinking model as a framework of reference that was implemented and evaluated by diagnostic radiography educators.
A theory-generating qualitative, exploratory, descriptive and contextual design was used for the development of a model to facilitate critical thinking skills of diagnostic radiography students in a South African setting.
A theory-generation model to facilitate critical thinking skills for radiography students was developed. The model was implemented and evaluated by radiography educators. Three themes emerged from the evaluation of the model after implementation. The results indicated the implementation of the model provided a platform for radiography educators to collaborate and purposefully tailor activities to incorporate critical thinking into their teaching.
Through the implementation of the model, radiography educators felt empowered by using a framework of reference to facilitate critical thinking skills of radiography students.
批判性思维是放射学专业学生在毕业时所需要的一项重要技能，无论其学科背景如何。放射学教育者的任务是培养能够将这些技能应用于临床环境的毕业生，以确保为患者提供最佳的护理。培养批判性思维技能具有一定的挑战性，目前还没有专门针对放射学的模型被实施并评估为放射学教育者的参考框架。本文旨在介绍一种批判性思维模型，作为一个参考框架，由诊断放射学教育者实施和评估。
为了开发一种有助于南非放射学学生批判性思维技能的模型，采用了一种理论生成的定性、探索性、描述性和情境设计。
开发了一种有助于放射学学生批判性思维技能的理论生成模型。该模型由放射学教育者实施和评估。实施后，从模型评估中出现了三个主题。结果表明，该模型的实施为放射学教育者提供了一个协作的平台，并专门精心设计活动，将批判性思维纳入其教学中。
通过模型的实施，放射学教育者感到有能力使用参考框架来促进放射学学生的批判性思维技能。
