Período Ordinario de Sesiones de la Corte

Findings from the third phase interviews revealed that while some students had not perceived a change in their understanding of critical thinking from year two to year three, some perceived critical thinking to mean a deeper form of thinking. Below is what Lola (IV3) said:

I still don’t get what critical thinking means. I think it is thinking on a deeper level but that’s about it.

This is an admission of not being able to say whether she understood it or not, yet she made the distinction that it was a deeper form of thinking, implying that on one hand is ‘thinking’, and on the other, is another type of thinking, viz. ‘deeper thinking’. This shares similarity with the responses from the second-year interviews discussed previously. When explored further Lola (IV3) said she perceived the ‘deeper level’ to mean the following:

…being asked to critically discuss and critically analyse. It is about knowing about a subject and then tearing it apart. Going into the topic to do further reading.

Similarly, Isla (IV3) mentioned:

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These students imply that by doing further reading, or giving more thought to what you were doing, was perceived to help go in-depth about a topic to ‘tear it apart’. This amounts to analysis and evaluation of information and correlates with responses from the second phase interviews. The idea of deep thinking alludes to a conscious effort to think deeply about the situation at hand, compared with a superficial effort. However, in comparison to Lola’s very insightful link between critical thinking and problem solving, from interview two, she appears somewhat confused about the meaning of critical thinking at the beginning of her third year of study. A possible explanation could be that in the third year of study students are undertaking more complex and advanced imaging procedures, as compared with their second year. The complexity of examinations, in their third year of study, presents new learning which is perhaps ‘shaking the comfort zone of their knowledge and understanding.’ This could be a possible reason why Lola appears unsure. This additionally indicates that growth in understanding the meaning of critical thinking is not a linear process but shifts backward and forwards according to the context of the time. Students may go through shifts in their learning and development which present differential challenges to them. In other words, it is a dynamic and non-linear development which is subject to the learning required for new clinical, imaging procedures. Development of critical thinking is discussed in the following chapter. Biggs (2003) explains that a superficial approach to learning involves a student typically undertaking a task with minimal effort at a lower level of cognitive engagement to meet the requirements of the task when higher levels are required to undertake the task properly. In this approach, students can meet the minimum requirements and thus pass the assessment, for example, with minimal effort. In contrast, a deep learning approach is when students use higher levels of cognitive engagement to delve deep (below the surface) within a topic area to learn in a meaningful way, i.e. “at a high conceptual level” (Biggs, 2003: 17). One way to do this is by doing further reading at a deeper level as stated by Lola above. Lola started off explaining that she did not actually perceive a change in her understanding of critical thinking, but then alluded to deep thinking; deep thinking is critical thinking according to Glaser’s (1941) definition (see Chapter Two). It is possible therefore that Lola developed critical thinking skills without being fully aware of it.

Nine out of thirteen students felt they approached their university assignments in a different way and noticed a change in their attitude and thinking process from year two (2014) to year three (2015). For example, below is what Isabella (IV3) said:

I found that I went about doing my assignments in a different way. I think more about what I am required to do. It required me changing my mind-set, my attitude and thinking process. Clinical placement and working with patients has influenced my understanding of critical thinking. It was more the clinical placement that influenced it rather than the university.

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Here is an indication that her understanding of the requirement of critical thinking in relation to their university assignments had developed from her first year of study. She noticed a change in her attitude and confidence which affected her thinking process in relation to how she undertook her assignments. There appears to have been greater engagement with assignments by the words, ‘…think more about what I am required to do…change of mind- set, attitude and thinking process.’ Isabella speaks about a change in her mind-set, attitude and thought process. She also makes an explicit statement attributing the growth in understanding of critical thinking in relation to clinical placement experience as compared with the university. A possible explanation could be that the clinical environment provided students with the opportunity to apply their university learning, and this was seen to have influenced Isabella’s understanding of critical thinking.

Similarly, Jacob (IV3) said the below:

I understand why tutors are saying what they said in my feedback. I was thinking that I was good so why was I getting this kind of feedback. When I sat with my university markers and they explained their feedback, I learned a lot. Last year taught me that there is more than one way of doing things. I learned to take in other points of view and think more broadly.

This statement demonstrates that his thinking process and understanding has broadened from his previous year of study. He was able to learn from his feedback at the university. On discussing his feedback on university assignments with tutors, Jacob expressed an understanding of what the feedback meant to him. In addition, a very important point here is that Jacob learned about alternative ways of doing things, i.e. ‘more than one way.’ An aspect of using critical thinking skills is the ability to consider alternate views and optional ways of ‘doing things.’ This was a development from, perhaps, repeating actions in assignments as they had been done during the year before (second year). This indicates a development in his understanding of critical thinking from year two to year three. Halpern (1989) states that good thinkers, instead of becoming defensive about their feedback, learn from their mistakes. This is evident from the statement above. Jacob demonstrated critical thinking skills development in this comment by demonstrating the disposition of being flexible to consider alternate views and options.