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1.
J Environ Public Health ; 2022: 9039630, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36089967

RESUMO

Under the background of networked education, the subjective behavior in the field of education, the interaction between teachers and students, and the educational environment in which the subject is located have all had a comprehensive impact on the teaching mode of mental health courses in colleges and universities. In recent years, the teaching research and practice related to "action learning" and "thinking visualization" have been deepening, and more papers, monographs, and training activities related to them have been deepened. Thinking is a complex cognitive process, and students' positive and critical thinking attitude plays a crucial role in improving the quality of nursing work in the future. The importance of study, our way of self-cultivation, and the foundation of our destiny is beyond words. This study explores the application and significance of college students' happy learning combined with the visualization of thinking and action learning under the background of "Internet +" from four aspects: curriculum connotation, system construction, effect analysis, and curriculum thinking, so that students can play their subjectivity in education courses and improve. The initiative and interaction of students in the classroom encourages students to not only know, feel, and experience in education courses but also dare to speak, ask, and question and be the leaders of the classroom.


Assuntos
Estudantes de Enfermagem , Humanos , Internet , Aprendizagem Baseada em Problemas , Estudantes de Enfermagem/psicologia , Pensamento , Universidades
2.
J Prof Nurs ; 42: 201-208, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36150862

RESUMO

BACKGROUND: Enriching the undergraduate nursing main courses innovative approaches such as flipped classroom method, which may aid improving students' metacognitive learning strategies, are regarded to be very important in terms of enhancing critical thinking and problem-solving skills in nursing care. AIM: This study aimed to determine if there were significant differences in performance and critical thinking skills of nursing students who were taught using the flipped classroom method versus those who were taught using the online traditional learning approach. Another aim was for students to describe their opinions of using the flipped classroom method. METHODS: This study adopted a quasi-experimental study design. A total of 63 nursing students participated in the study. The experimental group followed the flipped classroom learning approach, while the control group followed the online traditional learning approach. The study involved a pre- and post-test assessment to examine the students' learning achievements and critical thinking skills. RESULTS: The results indicate that the flipped classroom approach has no significantly different effect on students' academic achievement and critical thinking, compared to online traditional lecturing. However, in contrast to the analysis of the results, students generally stated that learning with a flipped classroom approach was more helpful and efficient, and that the method provided a dynamic learning session during lectures. CONCLUSIONS: Flipped classroom approach planned for a part of the pediatric nursing education did not show significant difference compared to online traditional lecturing.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Criança , Currículo , Humanos , Aprendizagem Baseada em Problemas/métodos , Estudantes de Enfermagem/psicologia , Pensamento
3.
S Afr J Commun Disord ; 69(2): e1-e7, 2022 Aug 22.
Artigo em Inglês | MEDLINE | ID: mdl-36073079

RESUMO

BACKGROUND:  Coronavirus disease 2019 (COVID-19) and the subsequent lockdown altered traditional clinical training for speech language pathology students, thus forcing training institutions to implement innovative and responsive clinical training strategies in the midst of the pandemic. As such, a writing-intense programme was piloted in an online clinical training programme with second-year speech language pathology students. OBJECTIVES:  This study explored speech language pathology students' experiences with a writing programme used during an online clinical training programme implemented during the COVID-19 pandemic. METHOD:  The study used a qualitative survey design. Purposive convenient sampling was used to recruit 29 second-year speech language pathology students. Online student reflections guided by 10 open-ended questions were used to elicit responses from students. Data were analysed using deductive thematic analysis. RESULTS:  Findings revealed that the written component of the programme facilitated the acquisition of clinical knowledge and improved clinical processes of writing among students. Feedback that students received on their written tasks improved learning. The clinical component of the course enabled students to learn in a less stressful environment and helped them gain confidence in their knowledge and clinical skills. Connectivity challenges and the lack of motivation from some students negatively impacted the programme. CONCLUSION:  Using a writing programme to clinically train students can have positive effects in applying theory to clinical application because it affords students time to consolidate and process theory with practice as the jump from first year to second year can be cognitively taxing. A writing-intense programme can also improve students' writing skills.


Assuntos
COVID-19 , Pandemias , Controle de Doenças Transmissíveis , Humanos , Projetos Piloto , Estudantes , Pensamento , Redação
4.
Stud Health Technol Inform ; 298: 29-33, 2022 Aug 31.
Artigo em Inglês | MEDLINE | ID: mdl-36073451

RESUMO

Mobile health applications can help to disseminate educational health interventions and be widely used. However, mobile health applications not carefully developed will likely not be adopted by the intended users. This paper describes the methodology used to develop a mobile health application for teaching critical thinking about health to youth attending youth friendly centres in Rwanda. The app includes the adapted content of a children's "health choices book". We adapted the book into audio podcasts to fit the context of young adults. The application was developed following a framework for developing mobile health applications. The framework follows three theories: health belief model, the theory of planned behavior and technology acceptance model. We developed an Android based application which can be freely accessed in the Play store. The content in the app explains the need for critical thinking, the 10 audio podcasts, the support, and chat window where users share their experience of using the app. The app will be piloted in two youth centers in Rwanda.


Assuntos
Conselheiros , Aplicativos Móveis , Adolescente , Criança , Humanos , Aprendizagem , Ruanda , Pensamento , Adulto Jovem
5.
Artigo em Inglês | MEDLINE | ID: mdl-36142016

RESUMO

It has become important for nurses to implement self-leadership and exercise critical thinking in problem-solving to address the health issues of patients. This has led to a need for nursing education programs in which nursing students learn to embrace self-leadership and self-evaluation approaches to develop their skills. Within 260 nursing undergraduates with experience in simulation practice as study subjects, a self-reporting survey was conducted on self-leadership, goal commitment, critical thinking, and problem-solving skills. An analysis was conducted using the SPSS/WIN 21.0 program. t-test and ANOVA were conducted to validate the difference between problem-solving abilities. Multiple regression was conducted to examine the impact of these variables on problem-solving skills. The variables of religion, satisfaction with major, goal commitment, and critical thinking were found to have a significant impact on problem-solving abilities. The results were as follows: critical thinking (ß = 0.36, p < 0.05), goal commitment (ß = 0.28, p < 0.05), and explanatory power of 41%. To improve the nursing undergraduates' problem-solving abilities through simulation practice, there needs to be a method that supports them in setting goals with self-leadership and enhance goal commitment. The method also needs to support the development of their critical thinking and curiosity for questions deriving from experiencing diverse programs in order to deliver effective outcomes.


Assuntos
Educação em Enfermagem , Estudantes de Enfermagem , Educação em Enfermagem/métodos , Humanos , Aprendizagem , Resolução de Problemas , Pensamento
6.
Artigo em Inglês | MEDLINE | ID: mdl-36142114

RESUMO

The literature has consistently shown that social support has a positive relationship with creativity. However, further investigation is needed to clarify the causal relationship between the two constructs. The present study addressed this need by exploring the impact of experimentally induced perceived social support on creativity among young adults. A total of 135 undergraduate students in Malaysia participated in an online experiment. All participants first answered the creative self-efficacy scale and were then randomly allocated to the experimental and control groups. Perceived social support was primed by a writing test and measured by the Multidimensional Scales of Perceived Social Support. Both groups also answered a divergent thinking test (measured for fluency, flexibility, and originality) and a self-rated creativity scale. Multivariate analysis of covariance showed that, after statistically controlling for the effect of creative self-efficacy, participants in the experimental group reported higher scores in perceived social support and all creativity measures than their counterparts in the control group. The results demonstrated that the manipulation is effective and the induced perceived social support leads to higher creativity. Our findings not only offer empirical evidence of the causality of social support and creativity but also has practical value for creativity development.


Assuntos
Criatividade , Pensamento , Humanos , Malásia , Apoio Social , Estudantes , Adulto Jovem
7.
PLoS One ; 17(9): e0273303, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36170253

RESUMO

Although creativity has been measured in various ways (ideas, products, achievements, and personality), the relationships between these measurements remain unclear. The current study examines whether divergent thinking predicts creative behavior (i.e., creative production and achievement) and whether beliefs about own creative personality influences the link between divergent thinking and creative behavior. Eighty-eight undergraduate students were assessed via a divergent thinking test, a creative production test, and a creative achievement questionnaire. The results showed that divergent thinking was positively associated with both creative behaviors (i.e., creative production in fine arts and achievement). In addition, beliefs about own creative personality moderated the relationship between divergent thinking and creative achievements, in that this relationship was stronger when Creative Personality Scale scores were higher. The current findings suggest some associations among creativity indices: divergent thinking promotes creative achievements, and this relation is moderated by beliefs about own creative personality. Further investigation is required to specify the causal relationships among creativity indices.


Assuntos
Criatividade , Pensamento , Logro , Humanos , Personalidade , Transtornos da Personalidade
8.
J Contin Educ Health Prof ; 42(3): 164-173, 2022 07 01.
Artigo em Inglês | MEDLINE | ID: mdl-36007516

RESUMO

INTRODUCTION: Faculty development in the clinical setting is challenging to implement and assess. This study evaluated an intervention (IG) to enhance bedside teaching in three content areas: critical thinking (CT), high-value care (HVC), and health care equity (HCE). METHODS: The Communities of Practice model and Theoretical Domains Framework informed IG development. Three multidepartmental working groups (WGs) (CT, HVC, HCE) developed three 2-hour sessions delivered over three months. Evaluation addressed faculty satisfaction, knowledge acquisition, and behavior change. Data collection included surveys and observations of teaching during patient care. Primary analyses compared counts of post-IG teaching behaviors per hour across intervention group (IG), comparison group (CG), and WG groups. Statistical analyses of counts were modeled with generalized linear models using the Poisson distribution. RESULTS: Eighty-seven faculty members participated (IG n = 30, CG n = 28, WG n = 29). Sixty-eight (IG n = 28, CG n = 23, WG n = 17) were observed, with a median of 3 observation sessions and 5.2 hours each. Postintervention comparison of teaching (average counts/hour) showed statistically significant differences across groups: CT CG = 4.1, IG = 4.8, WG = 8.2; HVC CG = 0.6, IG = 0.9, WG = 1.6; and HCE CG = 0.2, IG = 0.4, WG = 1.4 ( P < .001). DISCUSSION: A faculty development intervention focused on teaching in the context of providing clinical care resulted in more frequent teaching of CT, HVC, and HCE in the intervention group compared with controls. WG faculty demonstrated highest teaching counts and provide benchmarks to assess future interventions. With the creation of durable teaching materials and a cadre of trained faculty, this project sets a foundation for infusing substantive content into clinical teaching.


Assuntos
Atenção à Saúde , Pensamento , Humanos , Inquéritos e Questionários , Ensino
9.
PLoS One ; 17(8): e0273337, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36040903

RESUMO

Critical thinking is the process by which people make decisions about what to trust and what to do. Many undergraduate courses, such as those in biology and physics, include critical thinking as an important learning goal. Assessing critical thinking, however, is non-trivial, with mixed recommendations for how to assess critical thinking as part of instruction. Here we evaluate the efficacy of assessment questions to probe students' critical thinking skills in the context of biology and physics. We use two research-based standardized critical thinking instruments known as the Biology Lab Inventory of Critical Thinking in Ecology (Eco-BLIC) and Physics Lab Inventory of Critical Thinking (PLIC). These instruments provide experimental scenarios and pose questions asking students to evaluate what to trust and what to do regarding the quality of experimental designs and data. Using more than 3000 student responses from over 20 institutions, we sought to understand what features of the assessment questions elicit student critical thinking. Specifically, we investigated (a) how students critically evaluate aspects of research studies in biology and physics when they are individually evaluating one study at a time versus comparing and contrasting two and (b) whether individual evaluation questions are needed to encourage students to engage in critical thinking when comparing and contrasting. We found that students are more critical when making comparisons between two studies than when evaluating each study individually. Also, compare-and-contrast questions are sufficient for eliciting critical thinking, with students providing similar answers regardless of if the individual evaluation questions are included. This research offers new insight on the types of assessment questions that elicit critical thinking at the introductory undergraduate level; specifically, we recommend instructors incorporate more compare-and-contrast questions related to experimental design in their courses and assessments.


Assuntos
Estudantes , Pensamento , Humanos , Aprendizagem , Física
10.
Artigo em Inglês | MEDLINE | ID: mdl-35954517

RESUMO

(1) There has been growing attention among healthcare researchers on new and innovative methodologies for improving patient experience. This study reviewed the approaches and methods used in current patient experience research by applying the perspective of design thinking to discuss practical methodologies for a patient-centered approach and creative problem-solving. (2) A scoping review was performed to identify research trends in healthcare. A four-stage design thinking process ("Discover", "Define", "Develop", and "Deliver") and five themes ("User focus", "Problem-framing", "Visualization", "Experimentation", and "Diversity"), characterizing the concept, were used for the analysis framework. (3) After reviewing 67 studies, the current studies show that the iterative process of divergent and convergent thinking is lacking, which is a core concept of design thinking, and it is necessary to employ an integrative methodology to actively apply collaborative, multidisciplinary, and creative attributes for a specific and tangible solution. (4) For creative problem-solving to improve patient experience, we should explore the possibilities of various solutions by an iterative process of divergent and convergent thinking. A concrete and visualized solution should be sought through active user interactions from various fields. For this, a specific methodology that allows users to collaborate by applying the integrative viewpoint of design thinking should be introduced.


Assuntos
Criatividade , Pensamento , Atenção à Saúde , Humanos , Avaliação de Resultados da Assistência ao Paciente , Resolução de Problemas
11.
Artigo em Inglês | MEDLINE | ID: mdl-35954532

RESUMO

Active and democratic citizenship promotion has become a critical challenge for higher education, and civic engagement is a fundamental axis not only in education but also in fostering democratic systems. Consequently, teacher educators held a prominent role through their own teaching practices to generate contexts promoting critical thinking, skills and attitudes. The aim of this study was to analyze the learning related to the political dimension developed by pre-service teachers (n = 123) after participating in a Service-Learning program through physical education with children at risk or/and student with educational needs. This research followed a qualitative research approach and we based the analysis of reflective diaries on Gorham's (2005) categories regarding political learning: Critical political thinking, Interest in politics, Deliberation and Political judgment. The findings show a development in learning such as civic attitudes, critical political thinking, awareness of social justice problems, increased civic compromise and responsibility. The Service-Learning program, therefore, may have been an adequate option to develop pre-service teachers' learning related to a political perspective. Therefore, these findings let us understand how Service-Learning may foster equity and social justice among future teachers.


Assuntos
Aprendizagem , Educação Física e Treinamento , Atitude , Criança , Humanos , Estudantes , Pensamento
12.
Brain Behav ; 12(9): e2603, 2022 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-36000544

RESUMO

Evidence suggests that memory is involved in making simulations and predictions about the future (i.e., future thinking), but less work has examined how the outcome of those predictions (whether events play out as predicted or expected) subsequently affects episodic memory. In this investigation, we examine whether memory is better for outcomes that are consistent with predictions, or whether memory is enhanced for outcomes that are inconsistent with predictions, after the predicted event occurs. In this experiment, participants learned a core trait associated with social targets (e.g., high in extroversion), before making predictions about behaviors targets would perform. Participants then were shown behaviors the social targets actually performed (i.e., prediction outcome), which was either consistent or inconsistent with predictions. After that, participants completed a memory test (recognition; recall) for the prediction outcomes. For recognition, the results revealed better memory for outcomes that were consistent with traits associated with targets (i.e., trait-consistent outcomes), compared to outcomes that were inconsistent (i.e., trait-inconsistent outcomes). Finding a memory advantage for trait-consistent outcomes suggests that outcomes that are in line with the contents of memory (e.g., what one knows; schemas) are more readily remembered than those that are inconsistent with memory, which may reflect an adaptive memory process. For recall, memory did not differ between trait-consistent and trait-inconsistent outcomes. Altogether, the results of this experiment advance understanding of the reciprocal relationship between episodic memory and future thinking and show that outcome of predictions has an influence on subsequent episodic memory, at least as measured by recognition.


Assuntos
Memória Episódica , Humanos , Imaginação , Rememoração Mental , Reconhecimento Psicológico , Pensamento
13.
Artigo em Inglês | MEDLINE | ID: mdl-36011715

RESUMO

The aim of our study was to determine whether EI and LT vs. intuitive thinking (CRT score) are related to participation in professional sports, independent exercise, and exercise at a gym/health center compared with no exercise. We selected 20 of the most popular types of exercise in Lithuania among respondents who exercise independently or at a gym/health center, and we ranked these types of exercise according to the participants' emotional intelligence and logical thinking. We studied 4545 women and 1824 men aged 18-74 years with a focus on whether emotional intelligence and logical thinking are related to type of exercise. Participation in any exercise was significantly related to emotional intelligence in men and women. Women in professional sports solved the lowest number of logic tasks. Women who exercise independently or at a gym/health center had better logical thinking than those who do not exercise. Among men, logical thinking was not associated with the type of exercise. We found the tendency for a negative correlation between EI and LT in the 20 most popular types of exercise. Emotional intelligence correlated positively with participation in MVPA. The highest emotional intelligence was in women who participate in dance or Pilates and in men who participate in martial arts, wrestling, boxing, or yoga. Logical thinking was the highest in men who participate in triathlon and in women who perform CrossFit. Men who practice martial arts or track and field and women who participate in cycling were in the top five for emotional intelligence and logical thinking.


Assuntos
Inteligência Emocional , Esportes , Exercício Físico/psicologia , Feminino , Humanos , Lógica , Masculino , Pensamento
14.
Neonatal Netw ; 41(5): 297-299, 2022 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-36002274

RESUMO

Nurses and nurse practitioners are often required to process vast amounts of information while caring for neonates. The ability to process available information, analyze relevance, and collaborate with others requires specialized knowledge and skills. Mystery in the Crib is an innovative, critical thinking activity where neonatal nurse practitioner students are presented clues in the form of historical, diagnostic, and clinical data. Students are required to critical appraisal available information, collaborate with others to develop a plan of care, and present findings and a plan of care. Students demonstrated an enhanced ability to synthesis relevant clinical information, effectively collaborate, and develop comprehensive plans of care. While designed for graduate students, this activity was adapted for undergraduate and clinical practice application. Critical thinking and collaboration activities such as Mystery in the Crib are versatile and can be utilized by other specialties, various disease processes, and by all levels of learners.


Assuntos
Profissionais de Enfermagem , Estudantes de Enfermagem , Humanos , Recém-Nascido , Pensamento
15.
PLoS One ; 17(8): e0272159, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35921326

RESUMO

This study explores the cultural characteristics of subcontinent students and maps the characteristics to the challenges to their academic success. Interviews of fifty staff from an Australian university indicated that both teaching and professional staff held similar views on the characteristics of subcontinent students. Significant characteristics included respect for teachers, the need for continual guidance, a tendency to group, and a propensity to negotiate. The identified challenges to the academic success of subcontinent students were a lack of engagement with staff, inadequate critical thinking, poor communication skills, academic integrity issues and unrealistic expectations. Armed with a better understanding of the subcontinent student cohort, this study encourages teaching and professional staff to find ways to develop a more inclusive educational environment that builds students up for success.


Assuntos
Sucesso Acadêmico , Austrália , Características Culturais , Humanos , Estudantes , Pensamento
16.
Biochem Mol Biol Educ ; 50(5): 502-509, 2022 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-35856705

RESUMO

An in-depth analysis of today's online biochemistry learning is required to ensure better learning in the future. As a skill that students need to enter the world of work, critical thinking remains a goal in higher education. To develop critical thinking, students need to self-regulate by developing their self-regulated learning (SRL). This study aims to analyze students' critical thinking and SRL during online biochemistry learning. The research sample comprises 54 University of Mataram students. The data on critical thinking and SRL were gathered using tests and questionnaires. Supporting data were collected from observations on the Moodle platform, which was used as a learning tool during the learning process, and free-response data. The results revealed low average scores for three components of the students' critical thinking in online biochemistry learning, namely hypothesis testing, developing conclusions and argument analysis. Among the indicators, metacognitive skill had the highest average score and help seeking had the lowest average score in the SRL measurement. Students' low critical thinking in online biochemistry learning may be caused by a lack of student-student interaction.


Assuntos
COVID-19 , Educação à Distância , COVID-19/epidemiologia , Humanos , Aprendizagem , Pandemias , Pensamento
17.
Eur J Neurosci ; 56(6): 4837-4842, 2022 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-35900163

RESUMO

The investigation of so-called mind blanking has been recently established in the context of mind wandering research. Unfortunately, the description of the term 'mind blanking' and its experimental assessment are often ambiguous. More specifically, two distinct phenomena have been conceptually blended and both characterized using the term 'mind blanking' in experimental studies: the absence of task-focus and thought, versus complete lack of conscious experiences. At least in part, this confusion can be traced back to the writings of William James, who referred to 'thought' as a superordinate term to address different conscious experiences. Applying the technique of so-called experience sampling, experimental studies, up to now, probably assessed the absence of thought, but not a complete lack of conscious experiences. There is no clear evidence yet for instances of the latter phenomenon occurring during non-pathological waking state. Possibly, such evidence could be revealed in the future using a conceptually more refined experience sampling.


Assuntos
Atenção , Pensamento , Estado de Consciência
18.
J Environ Public Health ; 2022: 7359420, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35815245

RESUMO

The development of philosophy has spawned a new type of interpersonal relationship, namely network community. As the main group of network applications, college students are an important part of the network community. Different from traditional thinking, community philosophical thinking has the remarkable characteristics of "equality, interaction, openness, and cooperation." In the new media environment, we should fully learn from and learn philosophical thinking, carry out mechanism innovation, and form a "decentralized" network education community system; create a borderless network "education ecology"; build a network education model integrating "self-education" and "peer education"; promote the upgrading of network education mechanism from "one-way traffic" to "interactive participation"; and innovate the education mechanism in four aspects, so as to better meet the requirements of Education under the new media environment and improve the effect at the same time. Facing the era environment of philosophy and technology, the community environment should rely on the network community to study the innovation path. This paper first analyzes the connotation and characteristics of the online community, then discusses the innovation mechanism and communication significance of philosophical thinking based on the online community, and finally summarizes the innovation path of philosophical thinking based on the online community. By combing the impact and challenges brought by philosophy, this paper analyzes the necessity and importance of constructing innovation mechanisms under philosophical thinking, explains the rationality and superiority of innovation mechanisms under philosophical thinking, and puts forward some suggestions on constructing innovation mechanisms and communication path.


Assuntos
Comunicação , Pensamento , Humanos , Estudantes
19.
BMC Med Educ ; 22(1): 536, 2022 Jul 11.
Artigo em Inglês | MEDLINE | ID: mdl-35820888

RESUMO

BACKGROUND: Diagnostic reasoning is an essential skill for optometry practice and a vital part of the curriculum for optometry trainees but there is limited understanding of how diagnostic reasoning is performed in optometry or how this skill is best developed. A validated and reliable self-reflective inventory for diagnostic reasoning in optometry, would enable trainees and registered practitioners to benchmark their diagnostic reasoning skills, identify areas of strength and areas for improvement. METHODS: A 41 item self-reflective inventory, the Diagnostic Thinking Inventory, used extensively in the medical field was adapted for use in optometry and called the Diagnostic Thinking Inventory for Optometry (DTI-O). The inventory measures two subdomains of diagnostic reasoning, flexibility in thinking and structured memory. Context based changes were made to the original inventory and assessed for face and content validity by a panel of experts. The inventory was administered to two groups, experienced (qualified) optometrists and second-year optometry students to establish validity and reliability of the self-reflective tool in optometry. RESULTS: Exploratory Factor Analysis uncovered 13 domain specific items were measuring a single construct, diagnostic reasoning. One misfitting item was removed following Rasch analysis. Two unidimensional subdomains were confirmed in the remaining 12 items: Flexibility in Thinking (χ2 = 12.98, P = 0.37) and Structured Memory (χ2 = 8.74, P = 0.72). The 'Diagnostic Thinking Inventory for Optometry Short' (DTI-OS) tool was formed from these items with the total and subdomain scores exhibiting strong internal reliability; Total score Cα = 0.92. External reliability was established by test-retest methodology (ICC 0.92, 95% CI 0.83-0.96, P < .001) and stacked Rasch analysis (one-way ANOVA, F = 0.07, P = 0.80). Qualified optometrists scored significantly higher (P < .001) than students, demonstrating construct validity. CONCLUSION: This study showed that the DTI-O and DTI-OS are valid and reliable self-reflective inventories to quantify diagnostic reasoning ability in optometry. With no other validated tool to measure this metacognitive skill underpinning diagnostic reasoning a self-reflective inventory could support the development of diagnostic reasoning in practitioners and guide curriculum design in optometry education.


Assuntos
Optometria , Estudos de Coortes , Humanos , Resolução de Problemas , Reprodutibilidade dos Testes , Pensamento
20.
Artigo em Inglês | MEDLINE | ID: mdl-35886657

RESUMO

Nowadays, people spend long periods on social media, ignoring the implications this carries in daily life. In this context, the concept of social media literacy, an emerging concept scarcely developed in the literature, is relevant. This study sought to analyze, descriptively, the main definitions and competences of the concept of social media literacy. The methodology included a systematic search of literature in the databases Web of Science, PubMed, and Scopus between 2010 and 2021, applying filters for English and Spanish, including only scientific articles. A total of 1093 articles were obtained. An article selection process took place, applying the inclusion and exclusion criteria, resulting in a total of 15 articles being selected. The findings indicate that the concept of social media literacy is based on media literacy to then integrate the characteristics and the implications of digital platforms. This is linked to the development of cognitive competences, where critical thinking, socio-emotional competences, and technical competences are fundamental, considering the social context. The development of socio-emotional competences stands out since social media are a frequent place of interaction between people.


Assuntos
Letramento em Saúde , Mídias Sociais , Bases de Dados Factuais , Letramento em Saúde/métodos , Humanos , Meio Social , Pensamento
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