Do Curricula inspire historical thinking?

Do Families Inspire

Embedding Critical Thinking in IS Curricula

It is important for students to develop critical thinking and other higher-order thinking skills during their tertiary studies. Along with the ability to think critically comes the need to develop students’ meta-cognitive skills. These abilities work together to enable students to control, monitor, and regulate their own cognitive processes and improve their ability to comprehend and solve prob...

Do different medical curricula influence self-assessed clinical thinking of students?

OBJECTIVES As a fundamental element of medical practice, clinical reasoning should be cultivated in courses of study in human medicine. To date, however, no conclusive evidence has been offered as to what forms of teaching and learning are most effective in achieving this goal. The Diagnostic Thinking Inventory (DTI) was developed as a means of measuring knowledge-unrelated components of clinic...

Medical Thinking. A historical preface

LESTER S. KING, Medical Thinking. A historicalpreface, Princeton University Press, 1982, 8vo, pp. x, 336, £13.80. This is an interesting and a very readable book, which no doubt owes some of its interest to the author, in addition to having practised pathology, having studied philosophy before his medical studies, and having maintained a life-long interest in medical history. The leitmotiv of t...

Why our ethics curricula do work.

The purpose of this article is to respond to Dr. Charles Bertolami's article "Why Our Ethics Curricula Don't Work" in the April 2004 issue of the Journal of Dental Education. This article analyzes the arguments put forth by Bertolami and challenges his assumptions and conclusions. Several examples are given of the ways in which our current ethics curricula do, in fact, work.