The aim of this study is to examine and determine the extent to which educational drama, as an innovative teaching approach, can cultivate critical thinking of students in primary school. Based on the principles of educational drama, 15 theatrical workshops were designed in relation with and corresponding to the culture and interests of the specific age group. The experimental method that was followed, was designed and implemented in three discrete stages including: the pre-research stage, the main research stage and the results extraction stage. The sample comprising 400 students aged 8-10 has been drawn from six different primary schools in Greece, the subjects of which were randomly selected. Five critical thinking skills were studied, including subtraction, induction, observation, reliability, detection and troubleshooting skills. The qualitative and quantitative data collected was next triangulated in order to lead to the desired result. The results confirmed the main research hypothesis, hence educational drama, as an innovative method, can enhance students' critical thinking in primary school.
The present study focuses on an innovative intervention programme based on drama education and its tools including storytelling, aiming at the cultivation of critical thinking skills of primary school students in a playful and enjoyable mode. Educating students to think critically is paramount both for the students themselves and society at large. Students being the citizens of tomorrow should be free from any prejudice and potential misinformation and develop a critical view of things. At the same time, the experience of drama education has taught us that it can affect children's judgment as well as the way they perceive the world surrounding them. The study has been carried out during the period of 2020-21 and has been based on the methodology of experimental research with pre-test and post-test evaluation, in order to identify the contribution of drama education in the development of primary school students' five critical thinking skills. The selection of primary schools in Greece was completed by random sampling and included 400 students aged 8-10 years. During the research period, 12 innovative interventions were implemented based on the narration and dramatization of fairy tales and stories. The multimodal approach with respect to the selection of research tools was applied and the research was completed by triangulating the quantitative and qualitative data collected. The results of the research provided evidence according to which an intervention programme based on drama education and its tools can develop the critical thinking skills of primary school students.
Background Traumatic brain injury (TBI) is one of the most common trauma-related diagnoses among the elderly population treated in emergency departments (ED). Identification of patients with increased or decreased risk of intracranial bleeding is of clinical importance. The objective of this study was to evaluate the implication of cutaneous impact location (CIL) on the prevalence of intracranial injury after suspected or confirmed TBI irrespective of its severity. Methods This was a retrospective, single-center, descriptive observational study of geriatric patients aged 65 years and older treated for suspected or confirmed TBI in a trauma surgery ED. The primary outcome of the study was the assessment of a CIL of the injury and its association with the prevalence of intracranial lesions found on a head computed tomography scan. Results Among 381 patients included in the analysis, the CIL of interest (temporo-parietal and occipital impacts) was present among 178 (46.7%) cases. Thirty-six (9.5%) patients were diagnosed with intracranial bleeding. The prevalence of intracranial bleeding was higher in the CIL of interest group compared with other locations outside (12.9% vs 6.4%; p = 0.030). CIL of interest was a predictor of intracranial bleeding (p = 0.033; OR: 2.17; 95% CI: 1.06 to 4.42). Conclusion The CIL of head injury is a predictor of intracranial lesions among geriatric patients with traumatic brain injury. Physicians should be aware of this association when assessing elderly patients with head injuries. More studies are needed to develop a clinical management tool incorporating CIL to guide the diagnosis of TBI in this population.
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