What does critical thinking mean
to you in the courses you teach?
Thinking
Critical
To Develop
Course
Redesign of
Achievement
Confidence
Ability
Skills
Knowledge
Wayne LaMorte
School of Public Health
The Problem
“Everyone thinks. It is our nature to do so. But much
of our thinking, left to itself, is biased, distorted,
partial, uninformed, or downright prejudiced. Yet, the
quality of our life and that of what we produce,
make, or build depends precisely on the quality of
our thought. Shoddy thinking is costly, both in money
and in quality of life. Excellence in thought, however,
must be systematically cultivated.”
From CriticalThinking.org
What is critical thinking?
Bloom’s Hierarchy of Intellectual
Behaviors in the Cognitive Domain
[Creation]
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
A Taxonomy of Significant Learning
A Critical Thinker:
• Raises vital questions and problems, formulating them
clearly and precisely
• Gathers and assesses relevant information, using abstract
ideas to interpret it effectively
• Comes to well-reasoned conclusions and solutions, testing
them against relevant criteria and standards
• Thinks open-mindedly within alternative systems of
thought, recognizing and assessing, as needs be, their
assumptions, implications, and practical consequences
• Communicates effectively with others in figuring out
solutions to complex problems
From CriticalThinking.org
Relevant Questions for Critical Thinkers:
•
•
•
•
•
•
•
•
•
•
•
•
What is the most fundamental issue here?
From what point of view should I approach this problem?
Does it make sense for me to assume this?
From these data may I infer this?
What is implied in this graph?
What is the fundamental concept here?
Is this consistent with that?
What makes this question complex?
How could I check the accuracy of these data?
If this is so, what else is implied?
Is this a credible source of information?
Are there alternative ways of thinking about this?
Thinking outside the box.
Adapted from CriticalThinking.org
Lateral thinking.
For My Students: Foundational Skills & a
Structured Approach to Problem Solving
Evaluate information in a structured way in order to
identify valid causal associations.
Evaluate efficacy (programs, treatments, interventions).
Weigh risks and benefits.
Make accurate predictions, e.g., who is at high risk?
Cultivate a habit of thinking & reading critically.
Distinguish validity from fallacy.
Make evidence-based decisions.
Critical Thinking Skills
Question
Define
Don’t just
accept; be inquisitive.
Synthesize
Formulate
questions.
the hypothesis.
How strong is
Collect testable
accurate
Develop
data.
clearTest
definitions
of
Critically review the body of
the association? How
precise is it?
Organize itoutcomes
to facilitate
& possible
Conceptualize
evidence. Are the criteria for
Can
one infer
that of
findings
in error,
the
Evaluate
the
random
thinking and
determinants
comparisons.
(causes)
. forrole
What
are
the
options
making a judgment of
Infer
study
group
apply to the source
bias,
&
confounding.
testing
the
hypothesis?
causality met?
population?
Feasibility?
Advantages?
Examine
Analyze
Limitations?
How do we promote critical thinking?
Definition of a Lecture:
A talk on some subject to an audience or class. Also: A
long or tiresome scolding.
“I recall once saying that when I had given the same lecture several
times I couldn't help feeling that they really ought to know it by now.”
— J. E. Littlewood (1885-1977)
Laurentius de Voltolina, late 1300s
Bakst Auditorium, 2007
Teaching vs. Learning
I SAID I TAUGHT
I TAUGHT
STRIPE
HIM.
I DIDN’T
I DON’T
HEAR
HIM SAY
HOW
TO WHISTLE
HE
LEARNED
IT
WHISTLING
Cartoon by Bud Blake
Wk
Pre-Class
Class (Lectures)
Post-Class
1
Reading
Syllabus, History, & Descriptive
Studies
2
Reading
Overview of Analytic Studies
PS 1 – Study Designs
3
Reading
Dis. Freq.
PS 2 – Dis. Freq.
4
Reading
Association
PS 3 - Association
5
Reading
Random Error
PS 4 – Random Error
6
Reading
Clinical Trials
TAKE-HOME EXAM
7
Reading
Cohort Studies
PS 5 – Cohort
8
Reading
Case-Control Studies
PS 6 – Case-Control
9
REVIEW
MIDTERM (in-class)
10
Reading
Bias
PS 7 - Bias
11
Reading
Standardization & Adjusted Rates
PS 8 – Adjusted Rates
12
Reading
Confounding & Effect Modification
PS 9 - Confounding
13
Reading
Screening
PS 10 - Screening
14
Reading
Causal Inference
REVIEW
15
REVIEW
FINAL EXAM (in-class)
10 problem sets;
Assigned Reading
Lecture
Assigned Reading
Homework (Active Learning)
Exam
Certainly we need:
•
•
•
•
•
Engagement
Active Learning
Progressive Challenges
Feedback
Fewer bulleted slides (…oops)
Concrete Experience
‘Concrete experiences' provide a basis
for 'observations and reflections'.
Reflective
Observation
Active
Experimentation
Kolb's Experiential Learning Model
These 'observations and
reflections' are assimilated…
…which can be 'actively
tested,' in turn creating new
experiences.
… and distilled into 'abstract concepts'
producing new implications for action…
Abstract Conceptualization
Concrete Experience
Direct experience
Recall experience
Lecture e.g.
Homework, project
Field work, lab
Case Studies
Paper
Model building
Abstract Conceptualization
Reflective
Observation
Critique
Journal
Lecture
Brainstorm
Passive
Discussion
Lecture e.g.
Rhetorical ?
Active
Experimentation
Class exper. (lab)
Progressive Refinements to the Course
Examples were updated, emphasizing current
problems in public health.
Lectures broken up with:
• Problem sets
• Clicker questions
• Discussion
Homework was automated to provide immediate
detailed feedback on problems.
Analysis and interpretation of raw data was added.
Independent Analysis of a Large Dataset
Video
Data Set With > 3,000 Subjects
“EpiTools”: an Excel file with a
series of statistical tools
An invitation to explore:
what if….?
Results
All 120 students successful mastered the raw data analyses.
Course evaluations:
• 98% of students strongly agreed (78%) or agreed
(20%) that “I acquired new information (facts and
concepts I understand) in this course.”
• 93% of students strongly agreed (78%) or agreed
(15%) that “I acquired new skills (things I can do) in this
course.”
• Overall, 89% of respondents said the degree of
difficulty of the course was “about right,” 6% said it was
“too hard,” and 2% said it was “too easy.”
Students now report that they use these skills for other
courses and projects and in their part time jobs.
The Next Phase
(still in progress)
A Self-Directed Guide to
Designing Courses for Significant Learning
L. Dee Fink, PhD
Director, Instructional Development Program
University of Oklahoma
Author of:
Creating Significant Learning Experiences:
An Integrated Approach to Designing College Courses
Key Components of Integrated Course Design
Significant
Learning
Learning
Goals
Active
Learning
Teaching &
Learning
Activities
Feedback &
Assessment
Educative
Assessment
Situational Factors
(120 students; beginners;
breakout rooms for only one class)
From L. Dee Fink
Example of a Course that is Not Integrated
‘The teacher says the learning goals are to (a) “learn
all the important content” and (b) “learn how to think
critically about the subject.”
But, it is a straight lecture course (this is the
“teaching/learning activity”), so the teaching/learning
activities are NOT aligned with the learning goals.
Students might be able to learn the content from the
lectures, but they definitely are
not getting practice and feedback in learning how to
think critically.’
From L. Dee Fink
From L. Dee Fink
Surveillance; Frequency;
Hypotheses; Strategies
Measuring Association;
Random Error
RCT; Cohort; Case-Control
Bias, Confounding
Screening for Disease
Critical Reading;
Causal Inference
1
out
2
out
3
out
4
out
5
out
out
6
out
7
out
out
8
out
9
out
out
10
out
11
out
out
out
12
out
out
Reading, Videos, Skill Building, Problems, Pre-Class Quizzes
(interactive web pages + progressive problems; challenging
problem [post your discussion online before class])
Open Discussion of Problem
Q&A
Mini-Lecture
Individual & Team Exercises
Progressive Disclosure Exercises
Reading, Videos, Skill Building, Problem Sets
(interactive web pages + progressive problems; challenging
problem [post your discussion online before class])
Wk
Pre-Class
Class
1
Syllabus, History . & Descr. modules;;
Flu Shot Ex.; Forum ; Pre-Quiz
Flu Shot DISCUSSION
Descriptive. Epi lect. – Loop back
2
Analytic module; Pre-Quiz
Analytic Overview lect. - Clickers
PS 1 – Study Designs
3
Surveillance & Dis. Freq. mod
Pre-Quiz
Dis. Freq. lect. - Clickers
PS 2 – Dis. Freq.
4
Association mod. - Pre-Quiz
Association lect. – Clickers + EX
PS 3 - Association
5
Random Error mod. - Pre-Quiz
Video on EpiTools
Random Error; EX
PS 4 – Random Error
6
Res. Ethics mod. + Forum
RCT module - Pre-Quiz
DISCUSS; Q&A; Progressive ASA;
Karachi; EX: Risk/ Benefit
TAKE-HOME w/ RCT
7
Cohort Study mod. - Pre-Quiz
Review Cohort; Progressive
Disclosure; GUEST LECT.; BWHS:
PS 5 – Cohort + HDL
Analysis/Interpretation
8
Case-Control mod. - Pre-Quiz
Case-Control Lecture; GUEST LECT.
SSRI & Birth Defects
PS 6 – Case-Control +
Analysis/Interpretation
9
REVIEW
MIDTERM (in-class)
10
Bias module - Pre-Quiz
Lecture + DISCUSSION
PS 7 - Bias
11
Adjusted Rates; Confounding / Effect
Modification - Pre-Quiz
Adjusted Rate lect. + EX
PS 8 – Adjusted Rates
12
Confounding II; Effect Modification Pre-Quiz
Lecture +
Progressive Disclosure
PS 9 - Confounding
Screening;
13
Screening module - Pre-Quiz
Lecture + Guest Lecture:
Mammography Controversy
PS 10 - Screening
Critical Read;
14
Critical Reading; Causality mod.
Critical Analysis: OSHA testimony
BREAKOUT - ETS papers
DISCUSSION; OSHA testimony;
REVIEW
15
REVIEW
FINAL EXAM (in-class)
Surveillance;
Frequency;
Hypotheses;
Strategy
Ass’n;
Random Error
RCT;
Cohort;
Case-Control
Bias;
Confound
Causation
Post-Class
Inference & Causality
Link to Module 1
A Progression from Fundamentals Skills to
Increasingly Complex Problem Solving
An In-Class Exercise
(Class #4)
A prospective cohort study was used to compare lung cancer
mortality in smokers and non-smokers.
 Among 20,000 non smokers there were 20 deaths from
lung cancer during 5 years of study.
 Among 5,000 smokers there were 100 deaths from lung
cancer during the 5 year study period.
1) Organize this information in a 2x2 contingency table.
2) Calculate the cumulative incidence of death (per 1,000) due to
lung cancer in smokers and non-smokers.
3) Calculate the relative risk; interpret it in words.
4) Calculate the risk difference; interpret it in words.
5) Calculate the attributable proportion in the exposed subjects;
interpret it in words.
6) Calculate the population attributable fraction; interpret it in words.
Risk vs. Benefit –
Aspirin to Prevent Heart Attacks
(Class #6)
Crestor to Prevent CVD Events
(Class #7)
In people with normal LDL but elevated CRP
Crestor vs. Moderate Exercise
to Prevent CVD Events
(Class #7)
Progressive Disclosure Exercises in Class
Link to Karachi Hand Washing RCT (Class #6)
Link to Manson et al.: Cohort Study
(Class #7)
One Hour Workshop Followed by Full Class Discussion
(Class #14)
Are policies aimed at reducing exposure to
environmental tobacco smoke (secondhand
exposure) evidence-based?
Or are they the result of anti-tobacco zealots?
Link to Assignment
Interactive learning modules and
videos of abridged lectures can be
accessed by smart phone as well.
Link to class resources