Critical Thinking in Healthcare
| Module title | Critical Thinking in Healthcare |
|---|---|
| Module code | HPDM162 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Dr Rob Daniels (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 0 | 8 | 0 |
| Number students taking module (anticipated) | 18 |
|---|
Module description
This module will help you to develop your critical thinking skills to manage complexity in healthcare settings. You will combine theory of critical thinking in healthcare, with practical learning around application of these principles to healthcare environments. This course will be most useful to you if you have some experience of healthcare delivery, e.g. clinical pharmacy, medical imaging or health leadership and management, but do not have a clinical workplace.
Module aims - intentions of the module
You will learn about the theory of critical thinking in healthcare, including areas such as living with uncertainty, cognitive bias and human and system factors that affect clinical reasoning, with small group sessions to develop practical skills. You will be taught in multidisciplinary classes alongside advanced clinical practice and primary care students, to allow interdisciplinary learning.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a critical understanding of the theory underpinning clinical reasoning, cognitive error and living with uncertainty
- 2. Critically appraise and apply the principles of rational use of investigations to support the diagnostic process
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate advanced critical thinking skills to analyse and reflect on diagnostic and decision making processes
- 4. Critically appraise and apply these skills to quality improvement
- 5. Demonstrate advanced skills in the use of technology (including investigations) to support decision making
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Demonstrate advanced skills in critical thinking to facilitate management of complexity using the biopsychosocial model
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
1. Self-guided learning around theory of dual process cognition as applied to healthcare
2. Self-guided learning around uncertainty tolerance as applied to healthcare
3. Self-guided learning around rational use of investigations
4. Contact days providing small group learning on practical application of theory, in multidisciplinary groups
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 40 | 110 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Guided independent study using ELE | 60 | Seminar preparation: Interactive, self directed learning of online material |
| Guided independent study | 50 | Preparation for submission of assessment |
| Scheduled assessment | 8 | Attendance at presentation symposium |
| Scheduled teaching and learning | 32 | Mixture of mini-lectures, small group work and interactive arena sessions |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Completion of online interactive pre-course material via ELE | 6 hours | 1-6 | Online feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay on application of critical thinking to area of specialism | 50 | 2000 words | 1-6 | Written |
| Decision support tool | 50 | 12 slide pecha kucha and production of artefact | 1-6 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay on application of critical thinking to area of specialism (50%); 2000 words | Essay | 1-6 | 6 weeks after initial assessment |
| Decision support tool (50%); 12 slide pecha kucha and production of artefact | Decision support tool | 1-6 | 6 weeks after initial assessment |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: https://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
- Thinking, Fast and Slow by Daniel Kahneman, 1st edition, Penguin 2012
- Risk and Reasoning in Clinical Diagnosis by Cym Ryle, 1st edition, OUP 2019
- The Cognitive Autopsy: A Root Cause Analysis of Medical Decision Making by Pat Croskerry, 1st edition, OUP 2020
Indicative learning resources - Web based and electronic resources
- ELE – Faculty to provide hyperlink to appropriate pages – tbc but will closely resemble: https://vle.exeter.ac.uk/auth/saml2/sp/saml2-acs.php/vle.exeter.ac.uk
Indicative learning resources - Other resources
None
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 05/01/2023 |
| Last revision date | 03/02/2023 |
