Assessing and Teaching Critical Thinking in Communication Science and Disorders

Morris, Richard J.; Gorham-Rowan, Mary; Robinson, Jade; Scholz, Kendra

doi:10.30707/tlcsd2.1morris

Cited by 7 publications

(11 citation statements)

References 41 publications

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Section: Discussionsupporting

confidence: 74%

“…Together, these measures indicate the reliability of this assessment. In combination with previous results indicating the face, construct, and criterion validity of the CTCSD [44,45], it appears to have psychometric strength. In addition, the stability of the scores across the three programs indicates the pattern of CT skills exhibited by SLP graduate students was consistent.…”

Section: Discussionsupporting

confidence: 72%

“…The CT skill addressed and the possible points for each of the CTCSD items are shown in Table 1. Previous data indicate that the CTCSD has construct validity when compared with two essay response general CT tests, the CAT ( r = 0.793, p < 0.01) and the Ennis-Weir Critical Thinking Essay Test ( r = 0.629, p < 0.01) [44, 45]. Since the CTCSD was designed to assess similar content as the CAT, it can be inferred to have high face and content validity.…”

Section: Methodsmentioning

confidence: 99%

“…To date, no such content-specific CT assessment exists for CSD. The Critical Thinking in Communication Sciences and Disorders (CTCSD) was developed for this purpose [44, 45]. The purpose of this study was to determine the reliability of the current version of the CTCSD.…”

Section: Introductionmentioning

confidence: 99%

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Reliability of the Critical Thinking in Communication Science and Disorders: A Content-Specific Critical Thinking Assessment

Morris¹,

Gorham-Rowan²,

Carter³

et al. 2022

Folia Phoniatr Logop

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Introduction: Students and professionals in communication sciences and disorders (CSD) need to exhibit good critical thinking (CT) skills when engaged in clinical tasks. CSD clinicians must make decisions that are free from biases and support their claim with facts. Thus, CSD clinicians need to be trained to question their clinical practices and to skeptically evaluate new practices that develop. A content specific CT test can help determine if students are developing these skills. However, to date, no such content specific critical thinking assessment exists for CSD. The purpose of this study was to determine the reliability of the current version of a specific content critical thinking assessment, the Critical Thinking in Communication Science and Disorders (CTCSD). Methods: A sample of 150 communication sciences and disorders (CSD) graduate students enrolled in three programs participated. They completed an online Qualtrics survey that consisted of the CTCSD. They completed the Qualtrics survey twice, once at the beginning of a semester and once at the end. The participant responses were independently scored by two research associates. The data were analyzed for reliability in three ways. Intra-subject reliability was assessed by comparing scores across the two testing sessions. Internal consistency of the items to measure a common construct was assessed using Cronbach’s alpha and the Guttman’s Lambda 6. Inter-rater reliability was assessed using Cohen’s Kappa coefficient. In addition, the time used to complete the survey was analyzed. Results: The students from the three programs scored similarly on the CTCSD. High reliability ratings occurred for the intra-subject, internal consistency, and inter-rater measures. Discussion/Conclusion: The results indicate the reliability of the CTCSD. In combination with previous results indicating the face, construct, and criterion validity of the CTCSD, it appears to have psychometric strength. The CTCSD may help academic and clinical faculty select learning activities and focus feedback to their graduate students in order to reinforce skills the students exhibit and to develop other skills.

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Section: Discussionsupporting

confidence: 74%

Section: Discussionsupporting

confidence: 72%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Reliability of the Critical Thinking in Communication Science and Disorders: A Content-Specific Critical Thinking Assessment

Morris¹,

Gorham-Rowan²,

Carter³

et al. 2022

Folia Phoniatr Logop

Self Cite

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show abstract

“…Finn (2011) highlights the importance of thinking dispositions in CT as a cognitive style or attitude toward a belief. Morris et al (2018) offered suggestions on both assessing and teaching CT skills in CSD coursework. One assessment example included a content centered approach, requiring domain knowledge as a foundation to CT.…”

mentioning

confidence: 99%

Explicit Teaching of Critical Thinking Skills in Communication Science and Disorders

Battaglia¹

2020

TLCSD

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Critical thinking requires one to be abstract, continually raise questions, independently obtain and reviews evidence, and converge these experiences to offer open-minded solutions. These same traits are required for speech-language pathology students to become successful clinicians. This work describes a mixed method investigation of explicit and infused instruction of critical thinking skills in the context of one graduate-level course in a program accredited from the American Speech-Language Hearing Association. While quantitative findings only demonstrate significant positive change on select items using a Likert scale, qualitative data describe deep learning and growth in the areas of broad life-impact, expansion of knowledge, empathy and perspective taking, and evidence-based practice. Convergence of these data, and future directions are discussed.

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A critical issue: assessing the critical thinking skills and dispositions of undergraduate health science students

Dissen

2023

Discov Educ

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Critical thinking skills and dispositions are significantly important factors that aid in one’s ability to understand and solve complex problems. Within the field of higher education, critical thinking skills and dispositions are valued and encouraged but are not always fully developed at the completion of the undergraduate degree experience. Those students who are studying to enter the healthcare field are particularly in need of strong critical thinking skills and dispositions in order to provide patients and communities with effective, evidence-based care in the midst of an ever-increasingly complex environment. What program of study a student selects, and the unique curriculum design of that program, may impact the development of these skills and dispositions during undergraduate study. This quantitative study sought to explore and understand the critical thinking skills and dispositions of undergraduate students enrolled in a BS in Health Science (BSHS) degree program, and how these skills in particular compared to the national student population. During the Spring 2022 academic semester, 140 senior-level BSHS students were given the opportunity to complete the California Critical Thinking Skills Test and the California Critical Thinking Disposition Inventory. Results show less development in critical thinking skills when compared to the national student population, with Numeracy skills being the most poorly developed, and Truth-Seeking being the most inconsistent disposition possessed by the student participants. The implications of these findings, particularly for faculty who teach students planning to enter the healthcare field, are offered, including recommendations for curricular design and modification.

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Assessing and Teaching Critical Thinking in Communication Science and Disorders

Cited by 7 publications

References 41 publications

Reliability of the Critical Thinking in Communication Science and Disorders: A Content-Specific Critical Thinking Assessment

Reliability of the Critical Thinking in Communication Science and Disorders: A Content-Specific Critical Thinking Assessment

Explicit Teaching of Critical Thinking Skills in Communication Science and Disorders

A critical issue: assessing the critical thinking skills and dispositions of undergraduate health science students

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