critical thinking approach evaluation

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The pursuit of performance excellence, critical thinking.

Critical thinking refers to the process of actively analyzing, assessing, synthesizing, evaluating and reflecting on information gathered from observation, experience, or communication. It is thinking in a clear, logical, reasoned, and reflective manner to solve problems or make decisions. Basically, critical thinking is taking a hard look at something to understand what it really means.

Critical Thinkers

Critical thinkers do not simply accept all ideas, theories, and conclusions as facts. They have a mindset of questioning ideas and conclusions. They make reasoned judgments that are logical and well thought out by assessing the evidence that supports a specific theory or conclusion.

When presented with a new piece of new information, critical thinkers may ask questions such as;

“What information supports that?”

“How was this information obtained?”

“Who obtained the information?”

“How do we know the information is valid?”

“Why is it that way?”

“What makes it do that?”

“How do we know that?”

“Are there other possibilities?”

Combination of Analytical and Creative Thinking

Many people perceive critical thinking just as analytical thinking. However, critical thinking incorporates both analytical thinking and creative thinking. Critical thinking does involve breaking down information into parts and analyzing the parts in a logical, step-by-step manner. However, it also involves challenging consensus to formulate new creative ideas and generate innovative solutions. It is critical thinking that helps to evaluate and improve your creative ideas.

Elements of Critical Thinking

Critical thinking involves:

Gathering relevant information
Evaluating information
Asking questions
Assessing bias or unsubstantiated assumptions
Making inferences from the information and filling in gaps
Using abstract ideas to interpret information
Formulating ideas
Weighing opinions
Reaching well-reasoned conclusions
Considering alternative possibilities
Testing conclusions
Verifying if evidence/argument support the conclusions

Developing Critical Thinking Skills

Critical thinking is considered a higher order thinking skills, such as analysis, synthesis, deduction, inference, reason, and evaluation. In order to demonstrate critical thinking, you would need to develop skills in;

Interpreting : understanding the significance or meaning of information

Analyzing : breaking information down into its parts

Connecting : making connections between related items or pieces of information.

Integrating : connecting and combining information to better understand the relationship between the information.

Evaluating : judging the value, credibility, or strength of something

Reasoning : creating an argument through logical steps

Deducing : forming a logical opinion about something based on the information or evidence that is available

Inferring : figuring something out through reasoning based on assumptions and ideas

Generating : producing new information, ideas, products, or ways of viewing things.

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Brainstorming

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What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

Identify credible sources
Evaluate and respond to arguments
Assess alternative viewpoints
Test hypotheses against relevant criteria

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In academic writing , critical thinking can help you to determine whether a source:

Is free from research bias
Provides evidence to support its research findings
Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

Who is the author? Are they an expert in their field?
What do they say? Is their argument clear? Can you summarize it?
When did they say this? Is the source current?
Where is the information published? Is it an academic article? Is it peer-reviewed ?
Why did the author publish it? What is their motivation?
How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

Am I only considering evidence that supports my preconceptions?
Is my argument expressed clearly and backed up with credible sources?
Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

ChatGPT vs human editor
ChatGPT citations
Is ChatGPT trustworthy?
Using ChatGPT for your studies
What is ChatGPT?
Chicago style
Paraphrasing

Plagiarism

Types of plagiarism
Self-plagiarism
Avoiding plagiarism
Academic integrity
Consequences of plagiarism
Common knowledge

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

Who is the author? Are they an expert?
How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test and follow these guidelines:

The information should be up to date and current.
The author and publication should be a trusted authority on the subject you are researching.
The sources the author cited should be easy to find, clear, and unbiased.
For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

Know how to find credible sources
Use relevant sources to inform your research
Understand what constitutes plagiarism
Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, evaluation resource hub, evaluative thinking.

Evaluative thinking is a disciplined approach to inquiry and reflective practice that helps us make sound judgements using good evidence, as a matter of habit.

The following video discusses evaluative thinking. It runs for 3:34 minutes.

Evaluation Capacity Building - Evaluative Thinking

Video transcript

A form of critical thinking

Evaluation is a form of critical thinking that involves examining evidence to make a judgement.

Evaluative claims have two parts: a conclusion and an explanation.

For example:

xyz was great, because?
xyz is disappointing, because?
xyz is a good way to go in this situation, because?

Drawing conclusions based on intuition is not evaluation. Neither is personal opinion, speculation or conjecture.

Each of us makes evaluative judgements every day. Sometimes these are quick assessments that don't matter much, like what to order for lunch. At other times we need to slow down our thought processes, weighing up all the factors carefully and making our deliberation transparent to others.

A disciplined approach

Evaluating a strategic direction or project in a school draws on similar thinking processes and mental disciplines as assessing student performance or recruiting a new staff member.

When we engage in evaluative thinking, we seek to:

suspend judgement , considering alternative explanations and allowing new evidence to change our mind
question assumptions , particularly about the pathway of cause and effect
select and develop solutions that are informed by a strong evidence base and are responsive to our context and priorities
value the lessons we can learn from all our experiences ? disappointments as well as triumphs
wrestle with questions of impact and effectiveness, not just activity and implementation
maximise the value of existing data sources already available to us, mindful of their limitations
work to improve the strength of our evidence base as we go.

Cognitive bias

Evaluative thinking helps us navigate the cognitive biases that cloud our judgement.

Cognitive bias occurs when our analysis of a situation is compromised by 'mental shortcuts' or patterns of thinking that place undue emphasis on a particular perspective.

Confirmation bias is one type of cognitive bias can easily compromise an evaluation. This is where the evaluator is already leaning towards a particular conclusion before they see the data. Without realising it, they then pay more attention to data that supports this position.

Although we may not be able to free ourselves from our cognitive biases, being aware of them is a good first step. The mental disciplines of evaluative thinking can help manage these biases, and to keep our reasoning sharp and convincing.

Develop evaluative thinking

Working openly with colleagues helps to develop evaluative thinking in ourselves and others. Evaluative thinking sometimes comes naturally, but at other times it can feel a bit challenging - even threatening. If we want to develop evaluative thinking in others, we first need to model it ourselves.

A good way to strengthen evaluative practice in schools is to engage in evaluative thinking as a group: deliberately, transparently and in a supportive context. In this way people have the time and space to reflect on their thinking. This is particularly important if we are to identify or 'unlearn' bad habits that we may have fallen into.

For example, the simple act of being asked 'What makes you think that?' prompts us to explain how we formed our judgements, including the evidence we have considered as part of this.

The importance of modelling and collaborative practice in evaluation is highlighted in the Australian Institute for Teaching and School Leadership's (AITSL ) profile relating to leading improvement, innovation and change . This profile encourages school leaders to develop 'a culture of continuous improvement' and 'a culture of trust and collaboration, where change and innovation based on research and evidence can flourish'.

As part of doing this, the Leadership Profile highlights the value of 'evaluating outcomes and refining actions as change is implemented? taking account of the impact of change on others, providing opportunities for regular feedback'.

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Disciplines of evaluative thinking
Professional learning
Teaching and learning
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Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

Developing technical and problem-solving skills
Engaging in more active listening
Actively questioning their assumptions and beliefs
Seeking out more diversity of thought
Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

What information should be included?
Which information resources should the author look to?
What degree of technical knowledge should the report assume its audience has?
What is the most effective way to show information?
How should the report be organized?
How should it be designed?
What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

Are there any services that can help me use more critical thinking?

We understand that it's difficult to learn how to use critical thinking more effectively in just one article, but our service is here to help.

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Critical thinking and problem-solving, jump to: , what is critical thinking, characteristics of critical thinking, why teach critical thinking.

Teaching Strategies to Help Promote Critical Thinking Skills

References and Resources

When examining the vast literature on critical thinking, various definitions of critical thinking emerge. Here are some samples:

"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Scriven, 1996).
"Most formal definitions characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation" (Angelo, 1995, p. 6).
"Critical thinking is thinking that assesses itself" (Center for Critical Thinking, 1996b).
"Critical thinking is the ability to think about one's thinking in such a way as 1. To recognize its strengths and weaknesses and, as a result, 2. To recast the thinking in improved form" (Center for Critical Thinking, 1996c).

Perhaps the simplest definition is offered by Beyer (1995) : "Critical thinking... means making reasoned judgments" (p. 8). Basically, Beyer sees critical thinking as using criteria to judge the quality of something, from cooking to a conclusion of a research paper. In essence, critical thinking is a disciplined manner of thought that a person uses to assess the validity of something (statements, news stories, arguments, research, etc.).

Back

Wade (1995) identifies eight characteristics of critical thinking. Critical thinking involves asking questions, defining a problem, examining evidence, analyzing assumptions and biases, avoiding emotional reasoning, avoiding oversimplification, considering other interpretations, and tolerating ambiguity. Dealing with ambiguity is also seen by Strohm & Baukus (1995) as an essential part of critical thinking, "Ambiguity and doubt serve a critical-thinking function and are a necessary and even a productive part of the process" (p. 56).

Another characteristic of critical thinking identified by many sources is metacognition. Metacognition is thinking about one's own thinking. More specifically, "metacognition is being aware of one's thinking as one performs specific tasks and then using this awareness to control what one is doing" (Jones & Ratcliff, 1993, p. 10 ).

In the book, Critical Thinking, Beyer elaborately explains what he sees as essential aspects of critical thinking. These are:

Dispositions: Critical thinkers are skeptical, open-minded, value fair-mindedness, respect evidence and reasoning, respect clarity and precision, look at different points of view, and will change positions when reason leads them to do so.
Criteria: To think critically, must apply criteria. Need to have conditions that must be met for something to be judged as believable. Although the argument can be made that each subject area has different criteria, some standards apply to all subjects. "... an assertion must... be based on relevant, accurate facts; based on credible sources; precise; unbiased; free from logical fallacies; logically consistent; and strongly reasoned" (p. 12).
Argument: Is a statement or proposition with supporting evidence. Critical thinking involves identifying, evaluating, and constructing arguments.
Reasoning: The ability to infer a conclusion from one or multiple premises. To do so requires examining logical relationships among statements or data.
Point of View: The way one views the world, which shapes one's construction of meaning. In a search for understanding, critical thinkers view phenomena from many different points of view.
Procedures for Applying Criteria: Other types of thinking use a general procedure. Critical thinking makes use of many procedures. These procedures include asking questions, making judgments, and identifying assumptions.

Oliver & Utermohlen (1995) see students as too often being passive receptors of information. Through technology, the amount of information available today is massive. This information explosion is likely to continue in the future. Students need a guide to weed through the information and not just passively accept it. Students need to "develop and effectively apply critical thinking skills to their academic studies, to the complex problems that they will face, and to the critical choices they will be forced to make as a result of the information explosion and other rapid technological changes" (Oliver & Utermohlen, p. 1 ).

As mentioned in the section, Characteristics of Critical Thinking , critical thinking involves questioning. It is important to teach students how to ask good questions, to think critically, in order to continue the advancement of the very fields we are teaching. "Every field stays alive only to the extent that fresh questions are generated and taken seriously" (Center for Critical Thinking, 1996a ).

Beyer sees the teaching of critical thinking as important to the very state of our nation. He argues that to live successfully in a democracy, people must be able to think critically in order to make sound decisions about personal and civic affairs. If students learn to think critically, then they can use good thinking as the guide by which they live their lives.

Teaching Strategies to Help Promote Critical Thinking

The 1995, Volume 22, issue 1, of the journal, Teaching of Psychology , is devoted to the teaching critical thinking. Most of the strategies included in this section come from the various articles that compose this issue.

CATS (Classroom Assessment Techniques): Angelo stresses the use of ongoing classroom assessment as a way to monitor and facilitate students' critical thinking. An example of a CAT is to ask students to write a "Minute Paper" responding to questions such as "What was the most important thing you learned in today's class? What question related to this session remains uppermost in your mind?" The teacher selects some of the papers and prepares responses for the next class meeting.
Cooperative Learning Strategies: Cooper (1995) argues that putting students in group learning situations is the best way to foster critical thinking. "In properly structured cooperative learning environments, students perform more of the active, critical thinking with continuous support and feedback from other students and the teacher" (p. 8).
Case Study /Discussion Method: McDade (1995) describes this method as the teacher presenting a case (or story) to the class without a conclusion. Using prepared questions, the teacher then leads students through a discussion, allowing students to construct a conclusion for the case.
Using Questions: King (1995) identifies ways of using questions in the classroom:
Reciprocal Peer Questioning: Following lecture, the teacher displays a list of question stems (such as, "What are the strengths and weaknesses of...). Students must write questions about the lecture material. In small groups, the students ask each other the questions. Then, the whole class discusses some of the questions from each small group.
Reader's Questions: Require students to write questions on assigned reading and turn them in at the beginning of class. Select a few of the questions as the impetus for class discussion.
Conference Style Learning: The teacher does not "teach" the class in the sense of lecturing. The teacher is a facilitator of a conference. Students must thoroughly read all required material before class. Assigned readings should be in the zone of proximal development. That is, readings should be able to be understood by students, but also challenging. The class consists of the students asking questions of each other and discussing these questions. The teacher does not remain passive, but rather, helps "direct and mold discussions by posing strategic questions and helping students build on each others' ideas" (Underwood & Wald, 1995, p. 18 ).
Use Writing Assignments: Wade sees the use of writing as fundamental to developing critical thinking skills. "With written assignments, an instructor can encourage the development of dialectic reasoning by requiring students to argue both [or more] sides of an issue" (p. 24).
Written dialogues: Give students written dialogues to analyze. In small groups, students must identify the different viewpoints of each participant in the dialogue. Must look for biases, presence or exclusion of important evidence, alternative interpretations, misstatement of facts, and errors in reasoning. Each group must decide which view is the most reasonable. After coming to a conclusion, each group acts out their dialogue and explains their analysis of it.
Spontaneous Group Dialogue: One group of students are assigned roles to play in a discussion (such as leader, information giver, opinion seeker, and disagreer). Four observer groups are formed with the functions of determining what roles are being played by whom, identifying biases and errors in thinking, evaluating reasoning skills, and examining ethical implications of the content.
Ambiguity: Strohm & Baukus advocate producing much ambiguity in the classroom. Don't give students clear cut material. Give them conflicting information that they must think their way through.
Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking: Classroom assessment for critical thinking. Teaching of Psychology, 22(1), 6-7.
Beyer, B. K. (1995). Critical thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Center for Critical Thinking (1996a). The role of questions in thinking, teaching, and learning. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
Center for Critical Thinking (1996b). Structures for student self-assessment. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univclass/trc.nclk
Center for Critical Thinking (1996c). Three definitions of critical thinking [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of Psychology, 22(1), 7-8.
Jones, E. A. & Ratcliff, G. (1993). Critical thinking skills for college students. National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA. (Eric Document Reproduction Services No. ED 358 772)
King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum: Inquiring minds really do want to know: Using questioning to teach critical thinking. Teaching of Psychology, 22 (1) , 13-17.
McDade, S. A. (1995). Case study pedagogy to advance critical thinking. Teaching Psychology, 22(1), 9-10.
Oliver, H. & Utermohlen, R. (1995). An innovative teaching strategy: Using critical thinking to give students a guide to the future.(Eric Document Reproduction Services No. 389 702)
Robertson, J. F. & Rane-Szostak, D. (1996). Using dialogues to develop critical thinking skills: A practical approach. Journal of Adolescent & Adult Literacy, 39(7), 552-556.
Scriven, M. & Paul, R. (1996). Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
Strohm, S. M., & Baukus, R. A. (1995). Strategies for fostering critical thinking skills. Journalism and Mass Communication Educator, 50 (1), 55-62.
Underwood, M. K., & Wald, R. L. (1995). Conference-style learning: A method for fostering critical thinking with heart. Teaching Psychology, 22(1), 17-21.
Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of Psychology, 22(1), 24-28.

On the Internet

Carr, K. S. (1990). How can we teach critical thinking. Eric Digest. [On-line]. Available HTTP: http://ericps.ed.uiuc.edu/eece/pubs/digests/1990/carr90.html
The Center for Critical Thinking (1996). Home Page. Available HTTP: http://www.criticalthinking.org/University/
Ennis, Bob (No date). Critical thinking. [On-line], April 4, 1997. Available HTTP: http://www.cof.orst.edu/cof/teach/for442/ct.htm
Montclair State University (1995). Curriculum resource center. Critical thinking resources: An annotated bibliography. [On-line]. Available HTTP: http://www.montclair.edu/Pages/CRC/Bibliographies/CriticalThinking.html
No author, No date. Critical Thinking is ... [On-line], April 4, 1997. Available HTTP: http://library.usask.ca/ustudy/critical/
Sheridan, Marcia (No date). Internet education topics hotlink page. [On-line], April 4, 1997. Available HTTP: http://sun1.iusb.edu/~msherida/topics/critical.html

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Critical thinking

Evaluating information, critical reading questions.

You will need to make use of high-quality evidence and information. But with so much information out there, how can you decide what to use? Not everything you find, particularly on the web, is appropriate for academic study. You need to be able to think critically and judge what is relevant and appropriate for your purpose.

If we consider the critical thinking model, the description segment in particular helps us to generate the type of questions you may ask when making an initial evaluation of information.

Questions you may ask include:

What is the source about? How relevant is to your context?
Who is the author and are they subject experts?
When was the material published? Is that significant to you? Has the information been superseded?
What evidence is provided? Are there references that you could follow up to check any claims made?

Use our full set of critical thinking questions (PDF) to help you engage critically. These questions will take you through the description, analysis and evaluation stages as presented in the critical thinking model.

The questions will help you to evaluate the relevance and significance of your reading to your research or assignments.

You will be prompted to make the decision on how you will use the reading and what the relation is between this reading and the other information you have read.

However, this is not a comprehensive list and you may need to adapt or add your own questions for your subject, different assignments or a particular purpose.

Evaluating the author’s argument

When you have found a section of text that is directly relevant to your essay title or research, you need to slow down and read it more intensively. Critical reading is about analysing and evaluating the author's argument, not just looking for information.

The author should outline their viewpoint clearly and provide evidence from reliable sources to back this up.

Ask yourself:

Is the author's argument clear? How is it presented?
What evidence is provided? How is it used and interpreted?
Is the argument convincing? How does it reach its conclusion?

You can also download our Evaluating information checklist (PDF) . This is just a guide; some of the questions will be more relevant to your context than others.

Making effective notes

Making meaningful notes as you read can help you to clarify your thinking, organise your ideas and engage critically with the information.

Microsoft OneNote can help you organise your notes. You can upload screenshots or scans of your journal article, textbook etc. and annotate them with your own comments. The “highlighter tool” can be particularly useful for noting strengths and weaknesses in an argument. Available as part of the Student Advantage Office 365 pack .

For advice on specialised software and tools that can help you with your studies and assessments (such as dictation, screen reading or mind mapping tools), visit the Disability Services Assistive Technology page. You can also find a wider range of personalised support, from academic adjustments and alternative exam arrangements to advice on extra funding. To find out more and register, contact Disability Services .

Critical Thinking: 25 Performance Review Phrases Examples

Critical thinking skills are an essential aspect of an employee’s evaluation: the ability to solve problems, analyze situations, and make informed decisions is crucial for the success of any organization.

Questions that can help you determine an employee’s rating for critical thinking:

Does the employee consistently analyze data and information to identify patterns and trends?
Does the employee proactively identify potential problems and develop solutions to mitigate them?
Has the employee demonstrated the ability to think creatively and come up with innovative ideas or approaches?
Does the employee actively seek out feedback and input from others to inform their decision-making process?
Has the employee demonstrated the ability to make sound decisions based on available information and data?

Performance Review Phrases and Paragraphs Examples For Critical Thinking

5 – outstanding.

Employees with outstanding critical thinking skills are exceptional at identifying patterns, making connections, and using past experiences to inform their decisions.

Phrases Examples

Consistently demonstrates exceptional critical thinking abilities
Always finds creative and innovative solutions to complex problems
Skilfully analyzes information and data to make well-informed decisions
Frequently provides valuable insights and perspectives that benefit the team
Continuously seeks out new learning opportunities to sharpen their critical thinking skills
Demonstrates exceptional ability to identify and analyze complex issues
Consistently develops innovative solutions to problems
Skillfully connects disparate ideas to create coherent arguments
Effectively communicates well-reasoned conclusions
Exceptional ability to recognize trends in data
Expertly applies existing knowledge to new situations
Consistently anticipates potential challenges and develops solution

Paragraph Example 1

“Jane consistently demonstrates outstanding critical thinking skills in her role. She not only engages in deep analysis of complex information, but she also presents unique solutions to problems that have a significant positive impact on the team’s performance. Her ability to make well-informed decisions and offer valuable insights has led to numerous successes for the organization. Moreover, Jane’s dedication to improvement and learning demonstrates her commitment to personal and professional growth in the area of critical thinking.”

Paragraph Example 2

“Jessica consistently displays outstanding critical thinking skills. She is able to identify and analyze complex issues with ease and has demonstrated her ability to develop innovative solutions. Her skill in connecting disparate ideas to create coherent arguments is impressive, and she excels at communicating her well-reasoned conclusions to the team.”

Paragraph Example 3

“Melanie consistently demonstrates an exceptional ability to recognize patterns and trends in data, which has significantly contributed to the success of our projects. Her critical thinking skills allow her to apply her extensive knowledge and experience in creative and innovative ways, proactively addressing potential challenges and developing effective solutions.”

4 – Exceeds Expectations

Employees exceeding expectations in critical thinking skills are adept at analyzing information, making sound decisions, and providing thoughtful recommendations. They are also effective at adapting their knowledge to novel situations and displaying confidence in their abilities.

Excellent analytical capabilities
Provides well-reasoned recommendations
Demonstrates a solid understanding of complex concepts
Regularly demonstrates the ability to think analytically and critically
Effectively identifies and addresses complex problems with well-thought-out solutions
Shows exceptional skill in generating innovative ideas and solutions
Exhibits a consistently high level of decision-making based on sound reasoning
Proactively seeks out new information to improve critical thinking skills
Routinely identifies potential challenges and provides solutions
Typically recognizes and prioritizes the most relevant information
Logical thinking is evident in daily decision-making
Often weighs the pros and cons of multiple options before selecting a course of action

“Eric’s critical thinking skills have consistently exceeded expectations throughout his tenure at the company. He is skilled at reviewing and analyzing complex information, leading him to provide well-reasoned recommendations and insights. Eric regularly demonstrates a deep understanding of complicated concepts, which allows him to excel in his role.”

“In this evaluation period, Jane has consistently demonstrated an exceptional ability to think critically and analytically. She has repeatedly shown skill in identifying complex issues while working on projects and has provided well-thought-out and effective solutions. Her innovative ideas have contributed significantly to the success of several key initiatives. Moreover, Jane’s decision-making skills are built on sound reasoning, which has led to positive outcomes for the team and organization. Additionally, she actively seeks opportunities to acquire new information and apply it to her work, further strengthening her critical thinking capabilities.”

“John consistently exceeds expectations in his critical thinking abilities. He routinely identifies potential challenges and provides thoughtful solutions. He is skilled at recognizing and prioritizing the most relevant information to make well-informed decisions. John regularly weighs the pros and cons of various options and selects the best course of action based on logic.”

3 – Meets Expectations

Employees meeting expectations in critical thinking skills demonstrate an ability to analyze information and draw logical conclusions. They are effective at problem-solving and can make informed decisions with minimal supervision.

Capable of processing information and making informed decisions
Displays problem-solving skills
Demonstrates logical thinking and reasoning
Consistently demonstrates the ability to analyze problems and find possible solutions.
Actively engages in group discussions and contributes valuable ideas.
Demonstrates the ability to draw conclusions based on logical analysis of information.
Shows willingness to consider alternative perspectives when making decisions.
Weighs the pros and cons of a situation before reaching a decision.
Usually identifies relevant factors when faced with complex situations
Demonstrates an understanding of cause and effect relationships
Generally uses sound reasoning to make decisions
Listens to and considers different perspectives

“Sarah consistently meets expectations in her critical thinking skills, successfully processing information and making informed decisions. She has shown her ability to solve problems effectively and displays logical reasoning when approaching new challenges. Sarah continues to be a valuable team member thanks to these critical thinking skills.”

“Jane is a team member who consistently meets expectations in regards to her critical thinking skills. She demonstrates an aptitude for analyzing problems within the workplace and actively seeks out potential solutions by collaborating with her colleagues. Jane is open-minded and makes an effort to consider alternative perspectives during decision-making processes. She carefully weighs the pros and cons of the situations she encounters, which helps her make informed choices that align with the company’s objectives.”

“David meets expectations in his critical thinking skills. He can usually identify the relevant factors when dealing with complex situations and demonstrates an understanding of cause and effect relationships. David’s decision-making is generally based on sound reasoning, and he listens to and considers different perspectives before reaching a conclusion.”

2 – Needs Improvement

Employees in need of improvement in critical thinking skills may struggle with processing information and making logical conclusions. They may require additional guidance when making decisions or solving problems.

Struggles with analyzing complex information
Requires guidance when working through challenges
Difficulty applying past experiences to new situations
With some guidance, Jane is able to think critically, but she struggles to do so independently.
John tends to jump to conclusions without analyzing a situation fully.
Sarah’s problem-solving skills need improvement, as she often overlooks important information when making decisions.
David’s critical thinking skills are limited and need further development to enhance his overall work performance.
Occasionally struggles to identify and analyze problems effectively
Inconsistently uses logic to make decisions
Often overlooks important information or perspectives
Requires guidance in weighing options and making judgments

“Bob’s critical thinking skills could benefit from further development and improvement. He often struggles when analyzing complex information and tends to need additional guidance when working through challenges. Enhancing Bob’s ability to apply his past experiences to new situations would lead to a notable improvement in his overall performance.”

“Jenny is a valuable team member, but her critical thinking skills need improvement before she will be able to reach her full potential. In many instances, Jenny makes decisions based on her first impressions without questioning the validity of her assumptions or considering alternative perspectives. Her tendency to overlook key details has led to several instances in which her solutions are ineffective or only partly beneficial. With focused guidance and support, Jenny has the potential to develop her critical thinking skills and make more informed decisions in the future.”

“Tom’s critical thinking skills require improvement. He occasionally struggles to identify and analyze problems effectively, and his decision-making is inconsistent in its use of logic. Tom often overlooks important information or perspectives and may require guidance in weighing options and making judgments.”

1 – Unacceptable

Employees with unacceptable critical thinking skills lack the ability to analyze information effectively, struggle with decision-making, and fail to solve problems without extensive support from others.

Fails to draw logical conclusions from information
Incapable of making informed decisions
Unable to solve problems without extensive assistance
Fails to analyze potential problems before making decisions
Struggles to think critically and ask relevant questions
Cannot effectively identify alternative solutions
Lacks the ability to apply logic and reason in problem-solving situations
Does not consistently seek input from others or gather information before making a decision
Regularly fails to recognize or address important issues
Makes hasty decisions without considering potential consequences
Lacks objectivity and often relies on personal biases
Resistant to alternative viewpoints and constructive feedback

“Unfortunately, Sue’s critical thinking skills have been consistently unacceptable. She fails to draw logical conclusions from available information and is incapable of making informed decisions. Sue has also shown that she is unable to solve problems without extensive assistance from others, which significantly impacts her performance and the team’s productivity.”

“Jane’s performance in critical thinking has been unacceptable. She often fails to analyze potential problems before making decisions and struggles to think critically and ask relevant questions. Jane’s inability to effectively identify alternative solutions and apply logic and reason in problem-solving situations has negatively impacted her work. Furthermore, she does not consistently seek input from others or gather information before making a decision. It is crucial for Jane to improve her critical thinking skills to become a more effective and valuable team member.”

“Susan’s critical thinking skills are unacceptable. She regularly fails to recognize and address important issues, and her decision-making is often hasty and without considering potential consequences. Susan frequently lacks objectivity and tends to rely on personal biases. She is resistant to alternative viewpoints and constructive feedback, which negatively affects her work performance.”

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Evaluative thinking

Resource link

This set of webpages and video from the Department of Education in New South Wales, Australia, provides background information on evaluative thinking and its use.

Evaluative thinking is a disciplined approach to inquiry and reflective practice that helps us make sound judgements using good evidence, as a matter of habit.

The short video is a good place to start, and while it focuses on using evaluative thinking in educational contexts, it is easy to understand and adapt to other situations. Evaluative thinking is introduced as a form of critical thinking, and the resource then goes on to describe several key considerations in applying the technique.

Further detail is supplied on these web pages regarding the values that underpin evaluative thinking:

And the disciplines that can help us to activate evaluative thinking

Suspending judgement
Asking important questions
Using existing evidence well
Strengthening our evidence base

Department of Education. (2023). Evaluative thinking . New South Wales Government. https://education.nsw.gov.au/teaching-and-learning/professional-learning/pl-resources/evaluation-resource-hub/evaluative-thinking

'Evaluative thinking' is referenced in:

Framework/guide.

Evaluation career guide : How to advance your career in evaluation
Evaluation career guide : Why work in evaluation

Feb 18, 2021

Critical and evaluative thinking skills for transformative evaluation

By Thomas Archibald

Associate Professor, Department of Agricultural, Leadership, and Community Education, Virginia Tech

To achieve the Sustainable Development Goals (SDGs) and recover from the devastating impacts of COVID-19, business as usual is unacceptable. Paradigmatic transformations are needed as civil society, industry, and governments alike rethink how they work and how they define success in relation to social, economic, and ecological impacts. In parallel, conventional evaluation approaches are inadequate. Reductionist, linear, technical-rationalistic modes of thinking and evaluating are ill-equipped to face the complex dynamic challenges confronting us. As Michael Quinn Patton and the Blue Marble Evaluation (BME) community suggest, evaluating transformation requires transforming evaluation.

One way to foster transformation in evaluation is to intentionally and explicitly focus on critical and evaluative thinking skills. Specifically, evaluative thinking can broaden recognition of evaluation as a powerful tool to improve public accountability and good governance, while simultaneously bolstering evaluation systems and capacities among evaluators and programme implementors alike.

Evaluating transformation requires transforming evaluation.

The needed transformations of evaluation

One clarion call about transformation is from the BME approach, with its three overarching principles: global thinking, Anthropocene [1] as context and transformative engagement.

The premise of the third principle is that, “Global, anthropogenic problems are so severe, threatening the future sustainability of the planet and humanity, that major and rapid systems transformations are needed.” [2]

Another call for transformation is from Thomas Schwandt[3], reflected on thoughtfully by Zenda Ofir. [4] Against the backdrop and predominance of ‘normal evaluation,’ which is “wedded to notions of scientific rationality, social progress, effectiveness and efficiency in social programming, and the broad ideology of modernization,” post-normal evaluation draws on:

Resilience thinking as a rationality of governing

The return of politics to the people

A recovery of practical reasoning

Co-production to redefine the relationship between professionals and citizens, and

Ethical accountability.

Yet another call for transformation is the call for equitable evaluation, as expressed via the principles of the Equitable Evaluation Initiative , including that evaluation should be in service of equity, should be multiculturally valid and orientated toward participant ownership, and should answer critical questions about the historical and structural entanglements of societal conditions and the strategies designed to address them.

One final call for transformation with clear implications for the evaluation of the SDGs is the movement towards decolonizing evaluation—which requires that evaluation itself be decolonized while simultaneously acting as a decolonizing force in society. This topic is discussed beautifully in a Twende Mbele webinar featuring Candice Morkel, Mjiba Frehiwot, and Mokgophana Ramasobana. [5]

Taken together, Blue Marble Evaluation, post-normal evaluation, equitable evaluation, and decolonizing evaluation can guide evaluation towards the radical reimagining required by the challenges of evaluating the SDGs and COVID-19 recovery well. All four of these trends also highlight the importance of critical and evaluative thinking.

Blue Marble Evaluation, post-normal evaluation, equitable evaluation, and decolonizing evaluation can guide evaluation towards the radical reimagining required by the challenges of evaluating the SDGs and COVID-19 recovery well.

Evaluative thinking for transformative evaluation

What is evaluative thinking? It must be the thinking we (or any one does) while evaluating, you might say. In a sense, that is true, but in recent years, a number of evaluation scholars and practitioners have taken a deeper dive into this elusive concept. According to Patton,

“ Evaluation is an activity. Evaluative thinking is a way of doing business. This distinction is critical. It derives from studies of evaluation use. Evaluation is more useful—and actually used—when the programme and organizational culture manifests evaluative thinking. ” [6]

My colleagues and I have defined it as follows, “ Evaluative thinking is critical thinking applied in the context of evaluation, motivated by an attitude of inquisitiveness and a belief in the value of evidence, that involves identifying assumptions, posing thoughtful questions, pursuing deeper understanding through reflection and perspective taking, and informing decisions in preparation for action. ” (p. 384)[7]

Expanding the horizon of what worldviews frame our conceptualizations of evaluative thinking and reasoning, Nan Wehipeihana and Kate McKegg also consider the ethical imperative of acknowledging and upholding the place of indigenous knowledge systems in evaluative thinking.[8]

Evaluative thinking is both a fundamental philosophical foundation of evaluation and a way to develop evaluation capacity of individuals and organizations—to unleash the power of inquiry . It is similar to critical thinking and reflective practice, but also distinct, in that it centers the four-step logic of evaluation to make value judgments.

Evaluative thinking is both a fundamental philosophical foundation of evaluation and a way to develop evaluation capacity of individuals and organizations—to unleash the power of inquiry.

Here are some ways evaluative thinking relates to transforming evaluation to evaluate transformation:

Evaluative thinking democratizes and decentralizes evaluative inquiry. Therefore, sensitive to power dynamics, citizens from all walks of life can find their place in collecting, analyzing, and using data.

Evaluative thinking taps into practical wisdom and a plurality of ways of knowing and reasoning. Due to the messiness of “wicked problems,” practitioners don’t just apply technical solutions to technical problems. We are not robots. Rather, we engage in “reflection-in-action, a kind of ongoing experimentation, as a means to finding a viable solution to such problems” leading to “a particular kind of craft knowledge (or the wisdom of practice).”[9]

Evaluative thinking is systems and equity thinking. By constantly identifying assumptions, taking multiple perspectives, and exploring relationships, evaluative thinking helps do the systems-oriented ‘glocal’ work BME requires, including the attention to power, positionality, and privilege that equitable evaluation necessitates.

Evaluative thinking balances intuition and rationality. In a time where we must re-center values and facts in the face of the dangerous erosion of public discourse for good governance, evaluative thinking admits a plurality of ways of knowing while maintaining a critical eye on the credibility of claims and evidence.

In these four ways, among others, evaluative thinking has the potential to effect functioning cultures of transformed evaluation needed to evaluate the SDGs well for the betterment of all.

[1] The current geological age, viewed as the period during which human activity has been the dominant influence on climate and the environment. https://www.nationalgeographic.org/encyclopedia/anthropocene/.

[2] https://bluemarbleeval.org/principles/transformative-engagement-principle

[3] Schwandt, T. A. (2019). Post-normal evaluation? Evaluation, 25 (3), 317-329.

[4] https://zendaofir.com/ten-essential-competencies-for-post-normal-evaluation/

[5] https://www.youtube.com/watch?v=buwDju-Os2o

[6] https://www.theclearinitiative.org/resources/embracing-evaluative-thinking-for-better-outcomes-four-ngo-case-studies

[7] Buckley, J., Archibald, T., Hargraves, M., & Trochim, W. M. (2015). Defining and teaching evaluative thinking: Insights from research on critical thinking. American Journal of Evaluation , 36(3), 375-388. doi:10.1177/1098214015581706

[8] Wehipeihana, N., & McKegg, K. (2018). Values and culture in evaluative thinking: Insights from Aotearoa New Zealand. In A. T. Vo &T. Archibald (Eds.), Evaluative Thinking. New Directions for Evaluation . 158, 93–107.

[9] Schwandt, T. (2015). Evaluation foundations revisited: Cultivating a life of the mind for practice. Stanford University Press.

Thomas Archibald is an Associate Professor and Extension Specialist in the Department of Agricultural, Leadership, and Community Education at Virginia Tech, where he also directs the Feed the Future Senegal Youth in Agriculture project. Thomas Archibald is winner of the American Evaluation Association Marcia Guttentag Promising New Evaluator Award, he serves on the Board of Directors of the Eastern Evaluation Research Society and is an Associate Editor of Evaluation and Program Planning. He received his PhD from Cornell University in 2013. Follow Thomas on Twitter and LinkedIn .

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What Are Critical Thinking Skills and Why Are They Important?

Learn what critical thinking skills are, why they’re important, and how to develop and apply them in your workplace and everyday life.

[Featured Image]: Project Manager, approaching and analyzing the latest project with a team member,

We often use critical thinking skills without even realizing it. When you make a decision, such as which cereal to eat for breakfast, you're using critical thinking to determine the best option for you that day.

Critical thinking is like a muscle that can be exercised and built over time. It is a skill that can help propel your career to new heights. You'll be able to solve workplace issues, use trial and error to troubleshoot ideas, and more.

We'll take you through what it is and some examples so you can begin your journey in mastering this skill.

What is critical thinking?

Critical thinking is the ability to interpret, evaluate, and analyze facts and information that are available, to form a judgment or decide if something is right or wrong.

More than just being curious about the world around you, critical thinkers make connections between logical ideas to see the bigger picture. Building your critical thinking skills means being able to advocate your ideas and opinions, present them in a logical fashion, and make decisions for improvement.

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Why is critical thinking important?

Critical thinking is useful in many areas of your life, including your career. It makes you a well-rounded individual, one who has looked at all of their options and possible solutions before making a choice.

According to the University of the People in California, having critical thinking skills is important because they are [ 1 ]:

Crucial for the economy

Essential for improving language and presentation skills

Very helpful in promoting creativity

Important for self-reflection

The basis of science and democracy

Critical thinking skills are used every day in a myriad of ways and can be applied to situations such as a CEO approaching a group project or a nurse deciding in which order to treat their patients.

Examples of common critical thinking skills

Critical thinking skills differ from individual to individual and are utilized in various ways. Examples of common critical thinking skills include:

Identification of biases: Identifying biases means knowing there are certain people or things that may have an unfair prejudice or influence on the situation at hand. Pointing out these biases helps to remove them from contention when it comes to solving the problem and allows you to see things from a different perspective.

Research: Researching details and facts allows you to be prepared when presenting your information to people. You’ll know exactly what you’re talking about due to the time you’ve spent with the subject material, and you’ll be well-spoken and know what questions to ask to gain more knowledge. When researching, always use credible sources and factual information.

Open-mindedness: Being open-minded when having a conversation or participating in a group activity is crucial to success. Dismissing someone else’s ideas before you’ve heard them will inhibit you from progressing to a solution, and will often create animosity. If you truly want to solve a problem, you need to be willing to hear everyone’s opinions and ideas if you want them to hear yours.

Analysis: Analyzing your research will lead to you having a better understanding of the things you’ve heard and read. As a true critical thinker, you’ll want to seek out the truth and get to the source of issues. It’s important to avoid taking things at face value and always dig deeper.

Problem-solving: Problem-solving is perhaps the most important skill that critical thinkers can possess. The ability to solve issues and bounce back from conflict is what helps you succeed, be a leader, and effect change. One way to properly solve problems is to first recognize there’s a problem that needs solving. By determining the issue at hand, you can then analyze it and come up with several potential solutions.

How to develop critical thinking skills

You can develop critical thinking skills every day if you approach problems in a logical manner. Here are a few ways you can start your path to improvement:

1. Ask questions.

Be inquisitive about everything. Maintain a neutral perspective and develop a natural curiosity, so you can ask questions that develop your understanding of the situation or task at hand. The more details, facts, and information you have, the better informed you are to make decisions.

2. Practice active listening.

Utilize active listening techniques, which are founded in empathy, to really listen to what the other person is saying. Critical thinking, in part, is the cognitive process of reading the situation: the words coming out of their mouth, their body language, their reactions to your own words. Then, you might paraphrase to clarify what they're saying, so both of you agree you're on the same page.

3. Develop your logic and reasoning.

This is perhaps a more abstract task that requires practice and long-term development. However, think of a schoolteacher assessing the classroom to determine how to energize the lesson. There's options such as playing a game, watching a video, or challenging the students with a reward system. Using logic, you might decide that the reward system will take up too much time and is not an immediate fix. A video is not exactly relevant at this time. So, the teacher decides to play a simple word association game.

Scenarios like this happen every day, so next time, you can be more aware of what will work and what won't. Over time, developing your logic and reasoning will strengthen your critical thinking skills.

Learn tips and tricks on how to become a better critical thinker and problem solver through online courses from notable educational institutions on Coursera. Start with Introduction to Logic and Critical Thinking from Duke University or Mindware: Critical Thinking for the Information Age from the University of Michigan.

Article sources

University of the People, “ Why is Critical Thinking Important?: A Survival Guide , https://www.uopeople.edu/blog/why-is-critical-thinking-important/.” Accessed May 18, 2023.

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This content has been made available for informational purposes only. Learners are advised to conduct additional research to ensure that courses and other credentials pursued meet their personal, professional, and financial goals.

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What is Critical Thinking?

Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas. Critical thinking has been the subject of much debate and thought since the time of early Greek philosophers such as Plato and Socrates and has continued to be a subject of discussion into the modern age, for example the ability to recognise fake news .

Critical thinking might be described as the ability to engage in reflective and independent thinking.

In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information.

Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value. They will always seek to determine whether the ideas, arguments and findings represent the entire picture and are open to finding that they do not.

Critical thinkers will identify, analyse and solve problems systematically rather than by intuition or instinct.

Someone with critical thinking skills can:

Understand the links between ideas.

Determine the importance and relevance of arguments and ideas.

Recognise, build and appraise arguments.

Identify inconsistencies and errors in reasoning.

Approach problems in a consistent and systematic way.

Reflect on the justification of their own assumptions, beliefs and values.

Critical thinking is thinking about things in certain ways so as to arrive at the best possible solution in the circumstances that the thinker is aware of. In more everyday language, it is a way of thinking about whatever is presently occupying your mind so that you come to the best possible conclusion.

Critical Thinking is:

A way of thinking about particular things at a particular time; it is not the accumulation of facts and knowledge or something that you can learn once and then use in that form forever, such as the nine times table you learn and use in school.

The Skills We Need for Critical Thinking

The skills that we need in order to be able to think critically are varied and include observation, analysis, interpretation, reflection, evaluation, inference, explanation, problem solving, and decision making.

Specifically we need to be able to:

Think about a topic or issue in an objective and critical way.

Identify the different arguments there are in relation to a particular issue.

Evaluate a point of view to determine how strong or valid it is.

Recognise any weaknesses or negative points that there are in the evidence or argument.

Notice what implications there might be behind a statement or argument.

Provide structured reasoning and support for an argument that we wish to make.

The Critical Thinking Process

You should be aware that none of us think critically all the time.

Sometimes we think in almost any way but critically, for example when our self-control is affected by anger, grief or joy or when we are feeling just plain ‘bloody minded’.

On the other hand, the good news is that, since our critical thinking ability varies according to our current mindset, most of the time we can learn to improve our critical thinking ability by developing certain routine activities and applying them to all problems that present themselves.

Once you understand the theory of critical thinking, improving your critical thinking skills takes persistence and practice.

Try this simple exercise to help you to start thinking critically.

Think of something that someone has recently told you. Then ask yourself the following questions:

Who said it?

Someone you know? Someone in a position of authority or power? Does it matter who told you this?

What did they say?

Did they give facts or opinions? Did they provide all the facts? Did they leave anything out?

Where did they say it?

Was it in public or in private? Did other people have a chance to respond an provide an alternative account?

When did they say it?

Was it before, during or after an important event? Is timing important?

Why did they say it?

Did they explain the reasoning behind their opinion? Were they trying to make someone look good or bad?

How did they say it?

Were they happy or sad, angry or indifferent? Did they write it or say it? Could you understand what was said?

What are you Aiming to Achieve?

One of the most important aspects of critical thinking is to decide what you are aiming to achieve and then make a decision based on a range of possibilities.

Once you have clarified that aim for yourself you should use it as the starting point in all future situations requiring thought and, possibly, further decision making. Where needed, make your workmates, family or those around you aware of your intention to pursue this goal. You must then discipline yourself to keep on track until changing circumstances mean you have to revisit the start of the decision making process.

However, there are things that get in the way of simple decision making. We all carry with us a range of likes and dislikes, learnt behaviours and personal preferences developed throughout our lives; they are the hallmarks of being human. A major contribution to ensuring we think critically is to be aware of these personal characteristics, preferences and biases and make allowance for them when considering possible next steps, whether they are at the pre-action consideration stage or as part of a rethink caused by unexpected or unforeseen impediments to continued progress.

The more clearly we are aware of ourselves, our strengths and weaknesses, the more likely our critical thinking will be productive.

The Benefit of Foresight

Perhaps the most important element of thinking critically is foresight.

Almost all decisions we make and implement don’t prove disastrous if we find reasons to abandon them. However, our decision making will be infinitely better and more likely to lead to success if, when we reach a tentative conclusion, we pause and consider the impact on the people and activities around us.

The elements needing consideration are generally numerous and varied. In many cases, consideration of one element from a different perspective will reveal potential dangers in pursuing our decision.

For instance, moving a business activity to a new location may improve potential output considerably but it may also lead to the loss of skilled workers if the distance moved is too great. Which of these is the more important consideration? Is there some way of lessening the conflict?

These are the sort of problems that may arise from incomplete critical thinking, a demonstration perhaps of the critical importance of good critical thinking.

In Summary:

Critical thinking is aimed at achieving the best possible outcomes in any situation. In order to achieve this it must involve gathering and evaluating information from as many different sources possible.

Critical thinking requires a clear, often uncomfortable, assessment of your personal strengths, weaknesses and preferences and their possible impact on decisions you may make.

Critical thinking requires the development and use of foresight as far as this is possible. As Doris Day sang, “the future’s not ours to see”.

Implementing the decisions made arising from critical thinking must take into account an assessment of possible outcomes and ways of avoiding potentially negative outcomes, or at least lessening their impact.

Critical thinking involves reviewing the results of the application of decisions made and implementing change where possible.

It might be thought that we are overextending our demands on critical thinking in expecting that it can help to construct focused meaning rather than examining the information given and the knowledge we have acquired to see if we can, if necessary, construct a meaning that will be acceptable and useful.

After all, almost no information we have available to us, either externally or internally, carries any guarantee of its life or appropriateness. Neat step-by-step instructions may provide some sort of trellis on which our basic understanding of critical thinking can blossom but it doesn’t and cannot provide any assurance of certainty, utility or longevity.

Continue to: Critical Thinking and Fake News Critical Reading

See also: Analytical Skills Understanding and Addressing Conspiracy Theories Introduction to Neuro-Linguistic Programming (NLP)

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Interdisciplinary Education: Breaking Down Barriers and Overcoming Challenges (INTERD-BBC)

Evaluating holistic education in the modern era.

In an era of increasing complexity and interconnectedness, the importance of interdisciplinary learning (IL) in higher education has never been more pronounced. As educators and researchers, we find ourselves at a critical juncture, seeking to understand and evaluate the impact of interdisciplinary programs on student learning outcomes. This article delves into the multifaceted nature of IL, exploring various aspects of its evaluation and impact through the lens of recent research and our own insights.

The landscape of interdisciplinary education is vast and varied, encompassing a wide range of skills, competencies, and outcomes. Our analysis draws from multiple studies and perspectives, each offering unique insights into the evaluation and understanding of IL. We will explore critical thinking, knowledge integration, reflective learning, and long-term impact, among other key indicators of successful interdisciplinary education.

The Multidimensional Nature of Interdisciplinary Learning Outcomes

Our discussions revealed that interdisciplinary learning outcomes are diverse and multifaceted, encompassing a wide range of skills and competencies. Drawing from the systematic review by Oudenampsen et al. (2024), we identified three overarching themes that encapsulate the various learning outcomes associated with interdisciplinary education:

Academic and Disciplinary Engagement

Metacognitive skills, perspective taking skills.

These themes provide a comprehensive framework for understanding the breadth and depth of interdisciplinary learning outcomes, highlighting the need for a holistic approach to both teaching and assessment in interdisciplinary programs.

This theme encompasses outcomes related to students’ increased motivation to study, their sense of belonging to specific disciplines, and their understanding of what different disciplines represent. Fifteen studies in the review focused on this theme, which was further divided into three subthemes:

Disciplinary Grounding
Academic Engagement
Career Orientation

These findings suggest that interdisciplinary learning not only broadens students’ perspectives but also deepens their understanding of their own disciplines and potential career paths.

Twenty-one articles in the review reported on the development of various metacognitive and professional skills through interdisciplinary learning. These skills were categorized into six areas:

Interdisciplinary Communication
Problem Solving
Critical Thinking
Interdisciplinary Skills

The development of these skills is crucial for students to navigate the complexities of interdisciplinary work and to apply their knowledge effectively across different domains.

Twenty studies identified outcomes related to perspective taking skills, which were further divided into three subthemes:

Perspective Change
Perception Change
Interdisciplinary Outlook

These skills are essential for students to appreciate and integrate diverse viewpoints, a key component of successful interdisciplinary work.

Evaluating Interdisciplinary Learning: Challenges and Approaches

One of the central challenges in interdisciplinary education is the development of effective evaluation methods that can capture the complex and multifaceted nature of interdisciplinary learning outcomes. Our discussions highlighted several innovative approaches to assessment, each with its own strengths and limitations.

Critical Thinking Assessment

Jovan Tan presented findings from a study comparing critical thinking skills between students in an interdisciplinary “Algebra for the Sciences” course and those in a traditional college algebra course. The study utilized the Watson-Glaser Critical Thinking Appraisal (WGCTA), a standardized test consisting of 80 multiple-choice questions across five subareas:

Recognition of Assumptions
Interpretation
Evaluation of Arguments

The results showed that students in the interdisciplinary course had slightly higher critical thinking scores, particularly in the “Inference” subarea. This suggests that interdisciplinary approaches may enhance certain aspects of critical thinking. However, it also raises questions about the applicability of standardized tests like WGCTA in assessing the unique aspects of interdisciplinary learning. As we consider implementing similar evaluation methods in our iDP program, we must carefully consider how to adapt these tools to our specific context.

Integrating Knowledge

Lihong Idris Lim discussed a study by Xu et al. (2022) that examined the challenges to student interdisciplinary learning effectiveness. The study used a questionnaire to assess three key aspects of interdisciplinary integration ability:

Interdisciplinary Reflection
Interdisciplinary Practice

The questionnaire, based on a 5-point Likert scale, demonstrated high reliability (Cronbach’s α = .88). However, the study found no significant difference in interdisciplinary integration ability between students participating in an interdisciplinary program and those in single-discipline studies. This unexpected result highlights the complexity of interdisciplinary learning and the need for careful consideration of factors such as student motivation, prior experience, and individual traits in program design and evaluation.

Knowledge Integration

Aleksandar Kostadinov presented a study by Schijf et al. (2023) that focused on developing a validated instrument to measure interdisciplinary understanding. The Interdisciplinary Understanding Questionnaire (IUQ) was based on a model that included:

Knowledge of different disciplinary paradigms
Knowledge of interdisciplinarity
Reflection skills
Critical reflection skills
Communication skills
Collaboration skills

The IUQ, consisting of 24 items rated on a 5-point Likert scale, offers a comprehensive approach to assessing various aspects of interdisciplinary competence. This instrument could be adapted for use in evaluating interdisciplinary learning in programs like iDP, providing a nuanced understanding of students’ development across multiple dimensions of interdisciplinary competence.

Reflective Learning

Andi shared insights from a study on reflection as a core student learning activity in higher education. Andi discussed the importance of reflection in interdisciplinary learning, drawing on a study by Veine et al. (2019). The study emphasized the deep connection between reflection and learning, proposing a framework that includes:

Student lens (personal reflection)
Peer lens (team reflection)

The study found that guided reflection activities led to increased student satisfaction with the course. However, it also highlighted the need for careful facilitation of reflective practices, including ensuring students feel safe in sharing their thoughts and helping them understand the value of reflection. This finding underscores the potential value of incorporating more structured reflective practices into our iDP curriculum. By providing students with reflection journals and facilitating team discussions, we could enhance their ability to integrate and apply interdisciplinary knowledge.

Long-term Impact and Interdisciplinary Competencies

Elliot presented findings from a study by Claus & Wiese (2019) that focused on developing a model of interdisciplinary competencies for working professionals. The study identified four key dimensions of interdisciplinary competencies:

Initiative for exchange
Target group-specific communication
Knowledge integration

These competencies were found to be influenced by individuals’ perceptions of the significance of interdisciplinary work, their experience with it, and their interest in it. This model offers a valuable framework for assessing the long-term impact of interdisciplinary education on professional practice.

Implications for Interdisciplinary Program Design and Evaluation

The diverse approaches to evaluating interdisciplinary learning outcomes discussed in our meeting highlight several key considerations for the design and assessment of interdisciplinary programs:

Multidimensional Assessment : Given the complex nature of interdisciplinary learning outcomes, assessment strategies should encompass multiple dimensions, including cognitive skills, metacognitive abilities, and affective factors such as motivation and engagement.
Longitudinal Evaluation : To capture the full impact of interdisciplinary education, assessment should extend beyond immediate course outcomes to consider long-term effects on professional practice and lifelong learning.
Mixed Methods Approach : Combining quantitative measures (such as standardized tests and validated questionnaires) with qualitative approaches (like reflective journals and interviews) can provide a more comprehensive understanding of students’ interdisciplinary learning experiences.
Context-Specific Adaptation : While standardized instruments like the IUQ offer valuable tools for assessment, they may need to be adapted to fit the specific context and goals of individual interdisciplinary programs.
Attention to Process and Outcomes : Assessment should consider not only the end products of interdisciplinary work but also the processes through which students develop interdisciplinary competencies.
Consideration of Individual Differences : Factors such as prior experience, motivation, and individual traits can significantly influence interdisciplinary learning outcomes and should be taken into account in program design and evaluation.
Faculty Development : The success of interdisciplinary programs depends not only on student engagement but also on the ability of faculty to facilitate interdisciplinary learning. Training programs for instructors should be considered an integral part of interdisciplinary education initiatives.

Challenges and Future Directions

While our discussions revealed significant progress in understanding and evaluating interdisciplinary learning, several challenges and areas for future research emerged:

Standardization vs. Contextualization : Balancing the need for standardized assessment tools with the recognition that interdisciplinary learning is often highly context-dependent remains a challenge.
Capturing Emergent Outcomes : Interdisciplinary learning often leads to unexpected or emergent outcomes that may not be easily captured by predetermined assessment criteria. Developing flexible evaluation methods that can account for these emergent properties is an important area for future research.
Integration with Disciplinary Learning : Further investigation is needed to understand how interdisciplinary learning complements and enhances disciplinary expertise, rather than competing with it.
Technology Integration : Exploring how emerging technologies can support both the implementation and assessment of interdisciplinary learning represents a promising avenue for future development.
Cultural and Global Perspectives : As higher education becomes increasingly globalized, understanding how cultural differences impact interdisciplinary learning and developing culturally sensitive assessment methods will be crucial.
Sustainability and Scalability : Developing sustainable and scalable models for interdisciplinary education that can be implemented across diverse institutional contexts remains a significant challenge.

The research we’ve examined highlights the multifaceted nature of interdisciplinary learning outcomes, encompassing critical thinking, knowledge integration, reflective learning, and the development of specific interdisciplinary competencies. These outcomes extend beyond academic performance to include long-term professional skills and the ability to navigate complex, real-world challenges.

As we move forward, it is crucial to develop more sophisticated and tailored approaches to evaluating interdisciplinary learning. These approaches should account for the unique characteristics of interdisciplinary education, including the importance of integration, reflection, and perspective-taking. They should also consider the long-term impact of interdisciplinary experiences on students’ professional and personal development.

Furthermore, our analysis underscores the importance of creating supportive environments for interdisciplinary learning. This includes providing opportunities for meaningful reflection, fostering collaboration across disciplines, and helping students understand the value of interdisciplinary approaches.

Ultimately, the goal of interdisciplinary education is not just to expose students to multiple disciplines, but to cultivate individuals capable of synthesizing diverse perspectives to address complex challenges. As we refine our understanding of interdisciplinary learning and its evaluation, we move closer to realizing this goal, preparing students to thrive in an interconnected and rapidly evolving world.

Boix Mansilla, V. (2010). Learning to synthesize: The development of interdisciplinary understanding. In R. Frodeman, J. T. Klein, & C. Mitcham (Eds.), The Oxford handbook of interdisciplinarity (pp. 288-306). Oxford University Press.
Claus, A. M., & Wiese, B. S. (2019). Development and test of a model of interdisciplinary competencies. European Journal of Work and Organizational Psychology, 28(2), 191-205.
Oudenampsen, J., Das, E., Blijlevens, N., & van de Pol, M. H. J. (2024). The State of the Empirical Evidence for Interdisciplinary Learning Outcomes in Higher Education: A Systematic Review. The Review of Higher Education, 47(4), 467-518.
Schijf, M., Spelt, E. J. H., Luning, P. A., & van der Schaaf, M. F. (2023). Measuring interdisciplinary understanding in higher education. Studies in Higher Education, 48(1), 1-15.
Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2019). Reflection as a core student learning activity in higher education – Insights from nearly two decades of academic development. International Journal for Academic Development, 24(2), 109-122.
Xu, C., Wu, C.-F., Xu, D.-D., Lu, W.-Q., & Wang, K.-Y. (2022). Challenges to Student Interdisciplinary Learning Effectiveness: An Empirical Case Study. Journal of Intelligence, 10(4), 88.

Mitigating Misrepresentation: Is There A Proper Approach To ID Bridging?

By Ian Trider, Basis Technologies

Ian Trider, VP of RTB platform operations at Basis Technologies.

It has become clear recently that some sellers in the RTB ecosystem are engaging in abnormal practices regarding how IDs are populated in bid requests.

These sellers are causing a cookie ID to be presented in the bid request, in the customary field (“buyeruid”), but this cookie is not present in the browser. MediaMath listed this manipulation of IDs as unacceptable in its 2018 open letter to suppliers – yet it’s still occurring in 2024 at a concerning rate.

Typically, this misrepresentation is due to the practice of “ID bridging.” Sellers sometimes present a cookie ID through probabilistic bridging they claim is from another device that someone in a household owns. They do so to increase the monetization of their cookieless inventory, because without an ID, the inventory will attract fewer bids at lower prices.

Cookie syncing vs. ID bridging

The “buyeruid” field in bid requests is where an exchange is expected to put a DSP’s cookie-based user ID resulting from a customary cookie sync. This has been well-established behavior for as long as OpenRTB has existed. Deviating from this – such as presenting a “related” bridged ID – is surprising and unexpected from a buy-side perspective.

Though some sellers and tech vendors claim ID bridging is only being done with express permission from the DSPs, it often occurs without DSPs’ knowledge.

The integrity of IDs in bid requests is paramount. The accuracy of IDs is critical to ensuring audience targeted campaigns are bidding on the correct people, frequency capping occurs as expected and conversion attribution and other measurement can occur successfully. When a user does not have a cookie or the browser does not allow third-party cookies, the correct ID to present in “buyeruid” is none at all.

Buy-side concerns

The negative side effects of this practice include serving ads to a different person than intended, inhibiting frequency capping and lowering conversion rates (because conversion attribution cannot successfully occur for the impressions purchased).

ID manipulation also interferes with the accuracy of reach and frequency metrics and of DSP-provided cross-device targeting.

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Even if the negative side effects were mitigated, ID bridging has significant potential to be abused for fraudulent purposes by sellers presenting IDs that are more likely to be bid on, rather than attempting to perform the practice accurately.

There is no reasonable way for the buy side to assess the accuracy of bridged IDs listed in bid requests. History has indicated that bad actors will blatantly lie about signals for financial gain.

Blocking bridging

Regardless of Google’s cookie course correction , far fewer users will have cookies enabled in the future, presenting challenges for every company in our ecosystem. However, unilaterally deployed, deceptive practices should not be acceptable. DSPs can compare the cookie IDs they see in bid requests to those they directly observe when serving the impression, to identify and block supply where discrepancies are occurring.

But cookie bridging isn’t the only area where these mismatches are happening. The same concerns apply for the “ifa” field used for declaring mobile or CTV advertising IDs. Unlike “buyeruid,” there isn’t a viable buy-side method for validating accuracy or determining how frequently bridging or other substitutions are occurring. However, it’s fair to assume that those who are manipulating “buyeruid” are doing similar for “ifa” as well.

The industry stance should be simple: In the absence of express negotiation between parties to the contrary, customary behavior should be expected for labeling IDs in the “buyeruid” and “ifa” fields.

The “buyeruid” field must only be used to provide a cookie ID resulting from a conventional cookie sync. The “ifa” field must only be used to provide a mobile or CTV advertising ID as retrieved directly from the device.

If a seller wishes to provide a bridged ID, they must do it in a clear, transparent manner, separate from these traditional fields. The IAB Tech Lab specs under development will provide a method for doing so. Buyers should have no objection to the presence of bridged IDs in bid requests if they are clearly disclosed and put in the appropriate place.

Clearer disclosures, as provided for in the proposed specs, would ensure that whether such an ID is used and for what purposes is under buy-side control. This way, outright fraud and the negative side effects that result from ID discrepancies can be avoided.

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Published: 26 August 2024

Using a flipped teaching strategy in undergraduate nursing education: students’ perceptions and performance

Shaherah Yousef Andargeery 1 ,
Hibah Abdulrahim Bahri 2 ,
Rania Ali Alhalwani 1 ,
Shorok Hamed Alahmedi 1 &
Waad Hasan Ali 1

BMC Medical Education volume 24 , Article number: 926 ( 2024 ) Cite this article

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Flipped teaching is an interactive learning strategy that actively engages students in the learning process. Students have an active role in flipped teaching as they independently prepare for the class. Class time is dedicated to discussion and learning activities. Thus, it is believed that flipped teaching promotes students’ critical thinking, communication, application of knowledge in real-life situations, and becoming lifelong learners. The aim of this study was to describe the students’ perception of flipped teaching as an innovative learning strategy. And to assess if there was a difference in students’ academic performance between those who participated in a traditional teaching strategy compared to those who participated in flipped teaching intervention.

A quasi-experimental design with intervention and control groups. A purposive sampling technique of undergraduate nursing students was used.

A total of 355 students participated in both groups, and 70 out of 182 students in the intervention group completed the survey. The students perceived a moderate level of effectiveness of the flipped teaching classroom as a teaching strategy. The result revealed that there is a statistically significant difference in the mean students’ scores for the intervention group (M = 83.34, SD = 9.81) and control group (M = 75.57, SD = 9.82).

Flipped teaching proves its effectiveness in improving students’ learning experience and academic performance. Also, students had a positive perception about flipped teaching as it allowed them to develop essential nursing competencies. Future studies must consider measuring the influence of flipped teaching on students’ ability to acquire nursing competencies, such as critical thinking and clinical reasoning.

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The successful outcome of individualized nursing care of each patient depends on effective communication between nurses and patients. Therapeutic communication consists of an exchange of verbal and non-verbal cues. It is a process in which the professional nurse uses specific techniques to help patients better understand their conditions and promote patients’ open communication of their thoughts and feelings in an environment of mutual respect and acceptance [ 1 ]. Effective educational preparation, continuing practice, and self-reflection about one’s communication skills are all necessary for becoming proficient in therapeutic communication. Teaching therapeutic communication to nursing students explains the principles of verbal and non-verbal communication that can be emphasized through classroom presentation, discussion, case studies and role-play. It also helps them develop their ability to communicate effectively with patients, families, and other health care professionals. Nursing students should be able to critically think, conceptualizing, applying, analyzing, synthesizing, and evaluating information generated by observation, experience, reflection, reasoning, and communication. Utilizing a traditional teaching strategy can be a challenge to meet the previously stated requirements [ 2 ]. Therefore, nurse educators should adapt unique teaching methods to help students learn and participate in their own education.

The “flipped classroom” is a pedagogical approach that has gained popularity worldwide to foster active learning. Active learning is defined as instructional strategies that actively engage students in their learning. It requires them to do meaningful learning activities and reflect on their actions [ 3 ]. Flipped teaching is a teaching strategy that promotes critical thinking and the application of information learned outside of the classroom to real-world situations and solves problems within the classroom. It is used in a way that allows educators to deliver lectures by using technologies such as video, audio files, PowerPoint or other media. Thus, the students can read or study those materials on their own at home before attending the class. As a result, discussions and debates about the materials take place throughout the lecture time. Some of the main principles of flipped teaching are increasing interaction and communication between students and educators, allocating more time for content mastery and understanding, granting opportunities for closing gaps and development, creating opportunities for active engagement, and providing immediate feedback [ 4 , 5 ]. This teaching/learning methodology is supported by constructivism learning theory. A “problem-solving approach to learning” is how constructivism is frequently described. In which, it requires a shift in the nurse educator’s epistemic assumptions about the teaching-learning process. Constructivism requires nursing educators to take on the role of a learning facilitator who encourages collaboration and teamwork as well as guides the students in building their knowledge. The underlying assumptions of constructivism include the idea that learning occurs as a result of social interaction in which the student actively creates their own knowledge, while prior experiences serve as the foundation for the learning process. The “flipping classroom” reflects that approach, which integrates student-centered learning [ 6 ].

Flipped teaching approach has students learning before lectures, teaching the material to better use classroom time for cooperative learning. The discussed herein represents studies and case studies from primary through graduate schools. The literature indicated students did see value in this pedagogical approach. Most of the studies found that flipped teaching was associated with better understanding of the material learned, higher academic achievement/performance, and potentially improved psychosocial factors (self-esteem, self-efficacy) that are associated with learning. Interestingly, one article pointed out that non-didactic material used in flipped-teaching lead to an increase in performance and this did not happen with didactic material.

According to Jordan et al. [ 7 ], a flipped teaching is a methodology that was developed as a response to advancements and changes in society, pedagogical approaches, and rapid growth and advancement of technology; The flipped teaching was evolved from the peer instruction and just in time teaching approaches. Jordan and colleagues [ 7 ] state that independent learning happens outside the classroom prior to the lesson through instructional materials while classroom time is maximized to fosters an environment of collaborative learning. Qutob [ 8 ] states that flipped teaching enhances student learning and engagement and promotes greater independence for students.

Jordan et al. [ 7 ] studied the use of flipped teaching on the teaching of first- and fourth-year students’ discrete mathematics and graphs, models, and applications. Across all the classes studied (pilot, graph, model and application, practices, computer and business administration), students preferred flipped teaching compared to traditional teaching. According to Jordan et al. [ 7 ], the quality of the materials and exercises, and perceived difficulty of the course and material are important to student satisfaction with this method. Additionally, it was found that interactions with teachers and collaborative learning were positive. Likewise, Nguyen et al. [ 9 ] found students favorably perceive flipped teaching. This is especially true for those students who have an understanding that the method involves preparation and interaction and how these affect the outcomes. Vazquez and Chiang [ 10 ] discuss the lessons learned from observing two large Principles of Economics Classes at the University of Illinois; each class held 900 students. Vazquez and Chiang [ 10 ] found that the students preferred watching videos over reading the textbook. Secondly, students were better prepared after they watched pre-lecture videos compared to reading the textbook beforehand. The third finding involved the length of time pre-lecture work should take; the authors state pre-lecture work should be approximately 15 to 20 min of work ahead of each in-class session. The fourth finding is that the flipped teaching is a costly endeavor. Finally, it was found that having the students watch videos before the lectures reduced the time spent in class covering the material; the end result of this is students spend more time engaging in active learning than reviewing the material.

Qutob [ 8 ] studied the effects of flip teaching using two hematology courses. One of the courses was delivered using traditional teaching and the other course was flipped teaching. Qutob [ 8 ] found that students in the flipped course not only performed better on academic tasks, but also they had more knowledge and understanding of the material covered compared to those in the traditional format class. Additionally, Qutob [ 8 ] revealed that students in the flipped classroom found this style of learning is more beneficial than traditional teaching. Moreover, Florence and Kolski [ 11 ] found an improvement in high school students’ writing post-intervention. The authors further found that students were more engaged with the material and had a positive perception of the flipped model. Bahadur and Akhtar [ 12 ] conducted a meta-analysis of twelve research articles on flipped teaching; the studies demonstrated that students taught in the flip teaching classroom performed better academically and were more interactive and engaged in the material than students taught through traditional methods. Galindo-Dominguez [ 13 ] conducted a systematic review using 61 studies and found evidence for the effectiveness of this approach compared to other pedagogical approaches with regards to academic achievement, improved self-efficacy, motivation, engagement, and cooperativeness. Webb et al. [ 14 ] studied 127 students taking microeconomics and found the delivery of flipped material (didactic vs. non-didactic) influenced students’ improvements. They further found performance improvements for the students who attended flipped classes using non-didactic pre-class material. At the same time, Webb et al. [ 14 ] further found non-improvement associated with flipped classes that used didactic pre-class materials; these materials are akin to traditional lectures.

In the context of nursing education, flipped teaching strategy has demonstrated promising and effective results in enhancing student motivation, performance, critical thinking skills, and learning quality. The flipped teaching classrooms were associated with high ratings in teaching evaluations, increased course satisfaction, improved critical thinking skills [ 15 ], improved exam results and learning quality [ 16 ] and high levels of personal, teaching, and pedagogical readiness [ 17 ]. Another study showed that student performance motivation scores especially in extrinsic goal orientation, control beliefs, and self-efficacy for learning and performance were significantly higher in the flipped teaching classroom when compared to the traditional classroom strategy [ 16 ].

Regardless of these important findings, there have been limited studies published about the flipped teaching strategy in Saudi Arabia, particularly among nursing students. Therefore, implementing the flipped teaching strategy in a therapeutic communication course would be effective in academic performance and retention of knowledge. The flipped teaching method will fit best with the goals of a therapeutic communication course as both focus on active learning and student engagement. This approach is well-matched for a therapeutic communication course as it allows students to apply and practice the communication techniques and strategies, they have learned outside of class from the flipped teaching materials and freeing up class time for interactive and experiential activities. The filliped teaching method can provide opportunities for students to apply effective interpersonal communication skills in classes, provide more time to observe students practicing therapeutic communication techniques through role-play, group discussions, and case studies. It also allows instructors to refine and provide individualized feedback and offer real-time guidance to help students improve their interpersonal communication skills.

The current study aims to examine the students’ perception of a teaching innovation based on the use of the flipped teaching strategy in the therapeutic communication course. Further, to compare if there is a difference in students’ academic performance of students who participate in a traditional teaching strategy when compared with students who participate in flipped teaching intervention.

Students who participated in the intervention group perceived a high level of effectiveness of the flipped teaching classroom as a teaching/learning strategy.

There is a significant difference in the mean scores of students’ academic performance between students who participate in a traditional teaching strategy (control group) when compared with those students who participate in flipped teaching classroom (intervention group).

Design of the study

Quantitative method, quasi-experimental design was used in this study. This research study involves implementing a flipped teaching strategy (intervention) to examine the effectiveness of the flipped teaching among the participants in the intervention group and to examine the significant difference in the mean scores of the students’ performance between the intervention and control group.

College of Nursing at one of the educational universities located in Saudi Arabia.

A purposive sampling technique was conducted in this study. This sampling technique allows the researcher to target specific participants who have certain characteristics that are most relevant and informative for addressing the research questions. The advantages of the purposive sampling lie in gathering in-depth, detailed and contextual data from the most appropriate sources and ensure that the study captures a more comprehensive understanding of the concept of interest by considering different viewpoints [ 18 ]. Participants were eligible to participate in this study if they were (1) Enrolled in the undergraduate nursing programs (Nursing or Midwifery Programs) in the College Nursing; (2) Enrolled in Therapeutic Communication Course; (3) at least 18 years old or older. Participant’s data was excluded if 50% of the responses were incomplete. The sample size was calculated using G-Power. The required participants for recruitment to implement this study is 152 participants to reach a confidence level of 95% and a margin error of 5%.

Measurement

Demographic data including the participants’ age and GPA were collected from all the participants. Educational characteristics related to the flipped teaching were collected from the participants in the intervention group including the level of English proficiency, program enrollment, attending previous, attending previous course(s) that used flipped teaching strategy, time spent each week preparing for the lectures, time spent preparing for the course exams, and recommendation for applying flipped teaching in other classes.

The student’s perception of the effectiveness of the flipped teaching strategy was measured by a survey that focused on the effectiveness of flipped teaching. This data was collected only from the participants in the intervention group. The survey involves 14 items that used 5-point Likert-type scale (5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree and 1 = strongly disagree). The sum of the scores was calculated for the item, a high score indicates a high effectiveness of flipped teaching. The survey was developed by Neeli et al. [ 19 ] and the author was contacted to obtain permission to use the survey. The reliability of the scale was tested using Cronbach alpha, which was 0.91, indicating that the scale has an excellent reliability.

Also, student academic performance was measured for both the intervention and control groups though the average cumulative scores of the assessment methods of students who were enrolled in the Therapeutic Communication Course, given a total of 100. The students’ grades obtained in the course were calculated based grading structure of the Ministry of Education in Saudi Arabia (The Rules and Regulations of Undergraduate Study and Examination).

Ethical approval

Institutional Review Board (IRB) approval (No. 22-0860) was received before conducting the study. Participants were provided with information about the study and informed about the consent process. Informed consent to participate was obtained from all the participants in the study.

Intervention

Therapeutic communication course was taught face-to-face for students enrolled in the second year in the Bachelor of Science in Midwifery and Bachelor of Science in Nursing Programs. There were eight sections for the therapeutic communication course, two of them were under the midwifery program and the remaining (six sections) were under the nursing program. Each section was held once a week in a two-hour length for 10 weeks during the second semester of 2022. Students in all sections received the same materials, contents, and assessment methods, which is considered the traditional teaching strategy. The contents of the course included the following topics: introduction of communication, verbal and written communication, listening skills, non-verbal communication, nurse-patient relationship, professional boundaries, communication styles, effective communication skills for small groups, communication through nursing process, communication with special needs patient, health education and principles for empowering individuals, communication through technology, and trends and issues in therapeutic communication. The course materials, course objectives and learning outcomes, learning resources, and other supporting materials were uploaded to the electronic platform “Blackboard” (A Learning Management System) for all sections to facilitate students’ preparation during classes. The assessment methods include written mid-term examination, case studies, group presentation, and final written examination. The grading scores for each assessment method were also the same for all sections.

The eight course sections were randomly assigned into traditional teaching strategy (control group) or flipped teaching strategy (intervention group). Figure 1 shows random distribution of the course sections. The intervention group ( n = 182) included one section of the Bachelor of Science in Midwifery program ( n = 55 students) and three sections of Bachelor of Science in Nursing program ( n = 127 students). The control group ( n = 173) included one section of the Bachelor of Science in Midwifery program ( n = 50 students) and three sections of Bachelor of Science in Nursing program ( n = 123 students). Although randomization of the participants is not possible, we were able to create comparison groups between participants who received the flipped teaching and traditional teaching strategy. To ensure the consistency of the information given to the students and reduce the variability, the instructors were meeting periodically and reviewed the materials together. More importantly, all students received the same topics and assessment methods as stated in the course syllabus and as mentioned above. The instructors in all sections were required to answer students’ questions, provide clarification to the points raised throughout the semester, and give constructive feedback after the evaluation of each assessment method. Students were encouraged to freely express their opinions on the issues discussed and to share their thoughts when the opinions were inconsistent.

Random Distribution of the Course Sections

The intervention group were taught the course contents by using the flipped teaching strategy. The participants in the intervention group were asked to read the lectures and watch short videos from online sources before coming to classes. Similar materials and links were uploaded by the course instructors into the Blackboard system. During the classes, participants were divided into groups and were given time to appraise research articles and case scenarios related to the topics of the course. During the discussion time, each group presented their answers, and the course instructors encouraged the students to share their thoughts and provided constructive feedback. Questions corresponded to the intended objectives and learning outcomes were posted during the class time in Kahoot and Nearpod platforms as a competition to enhance students’ engagement. By the end of the semester, the flipped teaching survey was electronically distributed to students who were involved in the intervention group to examine the educational characteristics and assess the students’ perceptions about the flipped teaching.

Data collection procedure

After obtaining the IRB approval, the PI sent invitation letters to the potential participants using their official university email accounts. The invitation letter included a Microsoft Forms’ link with the description about the study, aim, research question, and sample size required to conduct the study. All students gave their permission to participate, and informed consent was obtained from them ( N = 355). The link also included questions related to age, GPA, and approval to use their scores from assessment methods for research purposes. The first part of data collection was obtained immediately after the therapeutic communication course was over. The average cumulative scores of all the assessment methods (out of 100) were calculated to measure the students’ academic performance for both the intervention and control groups.

The second part of data collection was conducted after the final exam of the therapeutic communication course ( n = 182). A Microsoft Forms link was sent to the participants in the intervention group only. It included questions related to educational characteristics and students’ perception of the effectiveness of flipped teaching. Students needed a maximum of 10 min to complete the study survey.

Data analysis

Data was analyzed using the SPSS version 27. Descriptive analysis was used to analyze the demographic and educational characteristics and perception of flipped teaching strategy. An independent t-test was implemented to compare the mean scores of the intervention and control groups to examine whether there is a statistically significance difference between both groups. A significance level of p < 0.05 was determined as statistical significance in this study.

The total number of students who enrolled in therapeutic communication course was 355 students. The intervention group included 182 students and the control group included 173 students. The mean age of all participants in the study was 19 years old (M = 19.56, SD = 1.19). The mean GPA was 3.53 (SD = 1.43). Of those enrolled in the intervention group, only 70 out of 182 students completed the survey. Table 1 represents the description of the educational characteristics of the participants in intervention group ( n = 70). Around 65% of the participants reported that their level of English proficiency is intermediate, and they were enrolled in the nursing program. Half of the students had precious courses that used flipped teaching strategy. About one-third of the students indicated that they spent less than 15 min each week preparing for lectures. Around 65% of the students stated that they spent more than 120 min preparing for the course exam. Half of the students gave their recommendation for applying flipped teaching strategy in other courses. The mean score of the students’ performance in Therapeutic Communication course who enrolled in the intervention group is 83.34 (SD = 9.81) and for those who were enrolled in the control group is 75.57 (SD = 9.82).

The students perceived a moderate level of effectiveness of the flipped teaching classroom as a teaching strategy (M = 3.49, SD = 0.69) (Table 2 ). The three highest items that improved students’ perception about the flipped teaching strategy were: flipped classroom session develops logical thinking (M = 3.77, SD = 0.99), followed by flipped classroom session provides extra information (M = 3.68, SD = 1.02), then flipped classroom session improves the application of knowledge (M = 3.64, SD = 1.04). The three lowest items perceived by the students were: Flipped classroom session should have allotted more time for each topic (M = 3.11, SD = 1.07), flipped classroom session requires a long time for preparation and conduction (M = 3.23, SD = 1.04), and flipped classroom session reduces the amount of time needed for study when compared to lectures (M = 3.26, SD = 1.07).

An independent sample T-test was implemented to compare the mean scores of the students’ academic performance between the intervention group ( n = 182) and control group ( n = 173) (Table 3 ). The results of Levene’s test for equality of variances ( p = 0.801) indicated that equal variances assumed, and the assumption of equal variances has not been violated. The significant level value (2-tailed) is p ≤ 0.001, indicating that there is a statistically significant difference in the mean scores of students’ academic performance for the intervention group (M = 83.34, SD = 9.81) and control group (M = 75.57, SD = 9.82). The magnitude of the differences in the means (Mean difference= -7.77%, CI: -10.02 to -5.52) is very small (Eta squared = 0.00035).

Flipped teaching is a learning strategy that engages students in the learning process allowing them to improve their academic performance and develop cognitive skills [ 20 ]. This study investigated the effect of implementing flipped teaching as an interactive learning strategy on nursing students’ performance. Also, the study examined students’ perceptions of integrating flipped teaching into their learning process. Flipped teaching is identified as an interactive teaching strategy that provides an engaging learning environment with immediate feedback allowing students to master the learning content [ 4 , 5 ]. Improvement in the student’s academic performance and development of learning competencies were expected outcomes. The flipped classroom approach aligns with the constructivist theory of education, which posits that students actively construct their own knowledge and understanding through engaging with the content and applying it in meaningful contexts. By providing pre-class materials (e.g., videos, readings) for students to engage with independently, the flipped classroom allows them to build a foundational understanding of the concepts before class, enabling them to actively participate in discussions, problem-solving, and collaborative activities during the class. By shifting the passive acquisition of knowledge to the pre-class phase and dedicating in-class time to active, collaborative, and problem-based learning, the flipped classroom approach creates an environment that fosters deeper understanding, the development of critical thinking and clinical reasoning skills as well as the ability to apply knowledge in clinical practice [ 21 ].

Effectiveness of the flipped teaching on students’ academic performance

The influence of flipped teaching on students’ academic performance was identified by evaluating students’ examination scores. The results of this study indicated that flipped teaching had a significant influence on students’ academic performance ( p = 0.000). This significant influence implies the positive effectiveness of flipped teaching on students’ academic performance (M = 83.34, SD = 9.81) compared to traditional classroom (M = 75.57, SD = 9.82). These results are in line with other researchers regarding improving students’ academic performance [ 7 , 8 , 9 , 10 ]. Qutob’s [ 8 ] study shows that flipped teaching positively influences students’ performance. Preparation for class positively influenced students’ academic performance. The flipped classroom approach is underpinned by the principles of constructivism. These principles emphasize the active role of students in constructing their own understanding of concepts and ideas, rather than passively receiving information [ 21 ].

In a traditional classroom, the teacher typically delivers content through lectures, and students are tasked with applying that knowledge through homework or in-class activities. However, this model often fails to engage students actively in the learning process. In contract,

Flipped classroom requires students to prepare for the class which allows them to be exposed to the learning material before the class. During class time, students are giving opportunities to interact with their classmates and instructors to discuss the learning topic which can positively influencing their academic performance later [ 7 , 9 ]. Furthermore, the flipped classroom approach aligns perfectly with the core tenets of constructivism. Its adherence to the constructivist 5E Instructional Model further demonstrates its grounding in this learning theory. The 5E model, which includes the phases of engagement, exploration, explanation, elaboration, and evaluation, provides a framework for facilitating the active construction of knowledge [ 22 ].

It first sparks student interest and curiosity about the concepts (engagement), then enables students to investigate and experiment with the ideas through hands-on activities and investigations (exploration). This is followed by opportunities for students to make sense of their explorations and construct their own explanations (explanation). The flipped classroom then allows students to apply their knowledge in new contexts, deepening their understanding (elaboration). Finally, the evaluation phase assesses student learning and provides feedback, completing the cycle of constructivist learning [ 22 ]. This alignment with the 5E model, along with the flipped classroom’s emphasis on active learning and create environment that nurtures deeper understanding, the development of higher-order thinking skills, and the ability to transfer learning to real-world contexts.

In this study, one third of the students indicated that the preparation time was less than fifteen minutes a week. According to Vazquez and Chiang [ 10 ], preparation time for classroom should be about 15 to 20 min for each topic. Preparation for class did not take much time but positively influenced students’ academic performance. Furthermore, preparation for class allows students to develop the skills to be independent learners [ 8 ]. Independence in learning develops continuous learning skills, such as long-life learning which is a required competency for nursing. Garcia et al. [ 22 ] found out that focusing on shifting teachers’ practices towards active learning approaches, such as the 5E Instructional Model, can have lasting, positive impacts on students’ conceptual understanding and learning.

Students’ perception of flipped teaching as a teaching strategy

Students’ perception of flipped teaching as a learning strategy was examined using a survey developed by Neeli et al. [ 19 ]. Students recognize flipped teaching as an effective teaching strategy (M = 3.49, SD = 0.69) that had a positive influence on their learning processes and outcomes. Several studies identified the positive influence of flipped teaching on students’ learning process and learning outcomes [ 8 , 19 ]. Flipped teaching provides a problem-based learning environment allowing students to develop clinical reasoning, critical thinking, and a deeper understanding of the subject [ 5 , 8 , 19 , 23 ]. The flipped teaching approach introduces students to the learning materials before class. Class time is then utilized for discussion, hands-on, and problem-solving activities to foster a deeper understanding of the studied subject [ 5 ]. Consequently, flipped teaching provides a problem-based learning environment as it encourages students to be actively engaged in the learning process, work collaboratively with their classmates, and apply previously learned knowledge and skills to solve a problem. The result of this study is consistent with the results from a systematic review conducted by Youhasan et al. [ 5 ]. Implementing flipped teaching in undergraduate nursing education provides positive outcomes on students’ learning experiences and outcomes and prepares them to deal with future challenges in their academic and professional activities [ 5 ].

Implications

The results from this study identified that flipped teaching has a significant influence on students’ academic performance. The results also indicated that students have positive perception of flipped teaching as an interactive learning strategy. Flipped teaching pedagogy could be integrated in nursing curriculum to improve the quality of education process and outcomes which will result in improving the students’ performance. Flipped teaching provides an interactive learning environment that enhances the development of essential nursing competencies, such as communication, teamwork, collaboration, life-long learning, clinical reasoning, and critical thinking. For example, flipped teaching allows students to develop communication skills throughout discussion in the classroom, and collaboration skills by working with their classmate and instructor. In this study, flipped teaching was implemented in a theoretical course (therapeutic communication course). This interactive learning strategy could also be applied in clinical and practice setting for effective and meaningful learning process and outcomes.

Strengths and limitations

This research study reveals the effectiveness of flipped teaching on students’ academic performance. This study used a quasi-experimental design with control and intervention groups to investigate the influence of flipped teaching on nursing education. Nevertheless, this study has limitations. One of the study’s limitations is the lack of randomization, thus causal association between the variables cannot be investigated. In addition, this study used a self-administered survey which may include respondents’ bias; thus, it may affect the results. Also, this study investigated students’ perceptions of flipped teaching as a learning strategy. The results from examining students’ perceptions indicated that students had a positive perception of flipped teaching as it allowed them to develop essential nursing competencies. This study did not focus on identifying and measuring competencies. Therefore, future studies must consider measuring the influence of flipped teaching on students’ ability to acquire nursing competencies, such as critical thinking and clinical reasoning.

Flipped teaching is an interactive learning strategy that depends on students’ preparation of the topic to be interactive learners in the learning environment. Interactive learning environment improves learning process and outcomes. This study indicated that flipped teaching has significant influence on students’ academic performance. Students perceived flipped teaching as a learning strategy that allowed them to acquire learning skills, such as logical thinking and application of knowledge. These skills allow students to have meaningful learning experience. Also, students could apply these skills in other learning content and/or environments, for example, in clinical. Thus, we believe that flipped teaching is an effective learning approach to be integrated in the nursing curriculum to enhance students’ learning experience.

Data availability

The datasets generated and/or analyzed during the current study are not publicly available due to data privacy but are available from the corresponding author on reasonable request.

Abbreviations

Institutional Review Board

Standard deviation

The level of marginal significance within a statistical test

Confidence Interval of the Difference

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Acknowledgements

The authors are grateful for the facilities and other support given by Princess Nourah bint Abdulrahman University Researchers Supporting Project number (PNURSP2024R447), Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.

This research was funded by Princess Nourah bint Abdulrahman University Researchers Supporting Project number (PNURSP2024R447), Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia

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Conceptualization, H.B, S.Y.A, W.A.; methodology, S.Y.A., S.H.A.; validation, S.Y.A.; formal analysis, S.Y.A.; resources, H.B, S.Y.A, W.A, R. A.; data curation, S.Y.A, S.H.A.; writing—original draft preparation, R.A, H.B, S.Y.A., S.H.A, W.A; writing—review and editing, R.A, H.B, S.Y.A, S.H.A, W.A; supervision, R.A, H.B, S.Y.A, S.H.A.; project administration, R.A, S.Y.A, S.H.A.; funding acquisition, S.Y.A. All authors have read and agreed to the published version of the manuscript.

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Correspondence to Hibah Abdulrahim Bahri .

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Andargeery, S.Y., Bahri, H.A., Alhalwani, R.A. et al. Using a flipped teaching strategy in undergraduate nursing education: students’ perceptions and performance. BMC Med Educ 24 , 926 (2024). https://doi.org/10.1186/s12909-024-05749-9

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DOI : https://doi.org/10.1186/s12909-024-05749-9

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A post occupancy evaluation of the space utilization of cultural heritage in children’s education: a case study of wuhan’s historical districts, china.

1. Introduction

2. literature review, 2.1. cultural heritage utilization, 2.2. post occupancy evaluation, 2.3. children’s heritage education, 3. materials and methods, 3.1. research object: historical districts of wuhan, china, 3.2. the post occupancy evaluation, 3.3. system of post occupancy evaluation.

Field investigation and interview: This stage mainly included recording and studying the current situation of space utilization of historical blocks, and interviewing subjects involved in the process, aiming to understand the basic cultural information of the area and identify the challenges and influencing factors of space utilization for educational purposes.
Establish a hierarchy ( Table 2 ): Completion of the evaluation of the space utilization of cultural heritage education involves three parts: the educational applicability of cultural heritage spaces [ 45 , 46 ]; the direct impact of educational activities on children [ 47 , 48 ]; and the project’s sustainability [ 49 ]. The evaluation was carried out on six levels: inheritance of historical context; improvement in environmental quality; completion of infrastructure; achievement of educational goals; participation of children in activities; and sustainable development. Through the comprehensive evaluation of these six levels, we can fully understand the effect of space utilization on cultural heritage education, and provide the basis and direction for future improvement.
Evaluation Indicator Weight ( Table 3 ): Five experts engaged in related fields were invited to participate in the questionnaire stage, and the Delphi method was used to solicit opinions on the weight of the evaluation system. The total weights for this component of the evaluation were computed using the hierarchical analysis approach, which took the average of the weights for each indication.
The final evaluation indicator includes six second-level, 15 third-level, and 38 fourth-level indicators ( Table 2 ).

4.1. Expert-Based Evaluation

4.2. children-based evaluation, 5. discussion, 6. conclusions, author contributions, data availability statement, conflicts of interest.



1 Continuance of historical layout and texture	◯	◯	◯	◯	◯
2 Renovation of historical buildings and elements	◯	◯	◯	◯	◯
3 Display of historical figures and events	◯	◯	◯	◯	◯
4 Continuance of folk art	◯	◯	◯	◯	◯
5 Renovation of street facade	◯	◯	◯	◯	◯
6 Renovation of floor paving	◯	◯	◯	◯	◯
7 Green plaza	◯	◯	◯	◯	◯
8 Featured landscape	◯	◯	◯	◯	◯
9 Built environment	◯	◯	◯	◯	◯
10 Public facilities	◯	◯	◯	◯	◯
11 Road traffic	◯	◯	◯	◯	◯
12 Public transport	◯	◯	◯	◯	◯
13 Slow traffic	◯	◯	◯	◯	◯
14 Parking facility	◯	◯	◯	◯	◯
15 Development of awareness and attitude	◯	◯	◯	◯	◯
16 Development of knowledge and skills	◯	◯	◯	◯	◯
17 Active participation (in cultural heritage education activities)	◯	◯	◯	◯	◯
18 Participation interest (in cultural heritage education activities)	◯	◯	◯	◯	◯
19 Event organization (of cultural heritage education activities)	◯	◯	◯	◯	◯
20 Publicity effect (of cultural heritage education activities)	◯	◯	◯	◯	◯
21 Management effect (of cultural heritage education activities)	◯	◯	◯	◯	◯

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Click here to enlarge figure

Evaluation Stage	Work Process	Work Content
1. Preparation Stage	1. Understand the evaluation object	Understand the background through literature and field investigation
1. Preparation Stage	2. Design the evaluation plan	Define goals, scope, system, and methods
2. Implementation Stage	3. Collect data	Collect data through questionnaires, interviews, observations, and records
2. Implementation Stage	4. Analyze data	Conduct qualitative and quantitative analysis
3. Summary Stage	5. Summarize the evaluation results	Identify strengths and problems
	6. Propose improvement measures	Propose improvement measures based on the results
	7. Give feedback to the management department	Report results and recommendations to management

The Post Occupancy Evaluation of the Space Utilization of Cultural Heritage in Children’s Education (Weight 1)
	B1 Inheritance of Historical Context	0.3477	C1 Continuance of Layout and Texture	0.0895	D1 Continuance of the overall layout	0.0447
					D2 Continuance of traditional layout	0.0447
			C2 Rectification of Historical Elements	0.1558	D3 Building renovation	0.0779
					D4 Regulation of environmental elements	0.0779
			C3 Inheritance of Historical Context	0.1024	D5 Historical figures	0.0341
					D6 Historical events	0.0341
					D7 Folk art	0.0341
	B2 Improvement in Environmental Quality	0.2058	C4 Street Facade	0.0802	D8 Style of doors and windows	0.0267
					D9 Shop sign	0.0267
					D10 Facade decoration	0.0267
			C5 Floor Paving	0.0389	D11 Paving material	0.0130
					D12 Paving color	0.0130
					D13 Paving patterns	0.0130
			C6 Public Space	0.0584	D14 Green plaza	0.0292
					D15 Featured landscape	0.0292
			C7 Building Space	0.0284	D16 Built environment	0.0142
					D17 Building function	0.0142
	B3 Completion of Infrastructure	0.1181	C8 Municipal Facilities	0.0675	D18 Water supply and drainage facilities	0.0169
					D19 Power supply and communication facility	0.0169
					D20 Gas and sanitation facilities	0.0169
					D21 Disaster prevention facilities	0.0169
			C9 Transportation Facilities	0.0506	D22 Road traffic	0.0127
					D23 Public transport	0.0127
					D24 Slow traffic	0.0127
					D25 Parking facility	0.0127
	B4 Achievement of Educational Goals	0.0860	C10 Awareness and Attitude	0.0287	D26 Awareness of protection	0.0143
					D27 Respect and understanding	0.0143
			C11 Knowledge and Skills	0.0573	D28 Knowledge of cultural heritage	0.0287
					D29 Conservation skills of cultural heritage	0.0287
	B5 Participation of Children in Activities	0.1541	C12 Willingness to Participate	0.1101	D30 Active participation	0.0550
					D31 Participation interest	0.0550
			C13 Event Organization	0.0440	D32 Participation norm	0.0220
					D33 Comprehensiveness of participation	0.0220
	B6 Sustainable Development	0.0883	C14 Publicity Planning	0.0505	D34 Scope of influence	0.0168
					D35 Publicity channel	0.0168
					D36 Publicity effect	0.0168
			C15 Operation Management	0.0378	D37 Feedback mechanism	0.0189
					D38 Updating mechanism	0.0189

Steps	Work Content
1. Distribution of a questionnaire on the weighting of indicators	Edit the questionnaire with the WeChat app “Questionnaire Star” and distribute it online.
2. Expert evaluation of weights	Each expert completes the questionnaire separately, and the total of each indication is 100.
3. Calculate the first-round results	The questionnaire responses are counted, and the average value for each weighted is computed.
4. Report first-round results to experts	The expert adjusts their own weighting again based on the findings of the first set of questions.
5. Provide feedback and consultation in rounds	Following the steps outlined above (2–4), after several rounds of results and adjustments, until each expert’s results no longer change, it is time to reach a basic consensus of expert opinion.

General Object	Total Score	Second-Level Indicator	Evaluation Score	Third-Level Indicator	Evaluation Score
A The Post Occupancy Evaluation of the Space Utilization of Cultural Heritage in Children’s Education	3.417	B1 Inheritance of Historical Context	3.572	C1 Continuance of Layout and Texture	2.6
				C2 Rectification of Historical Elements	4.2
				C3 Inheritance of Historical Context	3.467
		B2 Improvement in Environmental Quality	4.002	C4 Street Facade	4.266
				C5 Floor Paving	4.667
				C6 Public Space	3.1
				C7 Building Space	4.2
		B3 Completion of Infrastructure	4.150	C8 Municipal Facilities	4.75
		B3 Completion of Infrastructure	4.150	C9 Transportation Facilities	3.35
		B4 Achievement of Educational Goals	3.233	C10 Awareness and Attitude	2.3
		B4 Achievement of Educational Goals	3.233	C11 Knowledge and Skills	3.7
		B5 Participation of Children in Activities	2.157	C12 Willingness to Participate	2.1
		B5 Participation of Children in Activities	2.157	C13 Event Organization	2.3
		B6 Sustainable Development	3.445	C14 Publicity Planning	3.404
		B6 Sustainable Development	3.445	C15 Operation Management	3.5

Third-Level Indicator	Forth-Level Indicator	Minimum	Maximum	Evaluation Score		Rank
C1 Continuance of Layout and Texture	D1 Continuance of historical layout and texture	2	5	4.2077	4.2077	2
C2 Rectification of Historical Elements	D2 Renovation of historical buildings and elements	3	5	4.3005	4.3005	1
C3 Inheritance of Historical Context	D3 Display of historical figures and events	2	5	3.7104	3.8087	14
C3 Inheritance of Historical Context	D4 Continuance of folk art	1	5	3.9071	3.8087	9
C4 Street Facade	D5 Renovation of the street facade	3	5	4.2077	4.2077	3
C5 Floor Paving	D6 Renovation of floor paving	2	5	4.1201	4.1202	4
C6 Public Space	D7 Green plaza	1	5	3.5847	3.7213	17
C6 Public Space	D8 Featured landscape	2	5	3.8579	3.7213	10
C7 Building Space	D9 Built environment function	2	5	4.0765	4.0765	5
C8 Municipal Facilities	D10 Public facilities	2	5	3.6940	3.6940	15
C9 Transportation Facilities	D11 Road traffic	2	5	3.8306	3.8156	11
	D12 Public transport	1	5	3.4863		19
	D13 Slow traffic	2	5	4.0164		6
	D14 Parking facility	2	5	3.9290		8
C10 Awareness and Attitude	D15 Development of awareness and attitude	1	5	3.7432	3.7432	13
C11 Knowledge and Skills	D16 Development of knowledge and skills	1	5	3.9344	3.9344	7
C12 Willingness to Participate	D17 Active participation	1	5	3.2077	3.4973	21
C12 Willingness to Participate	D18 Participation interest	2	5	3.7869	3.4973	12
C13 Event Organization	D19 Event organization	1	5	3.2459	3.2459	20
C14 Publicity Planning	D20 Publicity effect	1	5	3.5301	3.5301	18
C15 Operation Management	D21 Management effect	1	5	3.6448	3.6448	16

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Share and Cite

Xiao, W.; Yoon, J.-E. A Post Occupancy Evaluation of the Space Utilization of Cultural Heritage in Children’s Education: A Case Study of Wuhan’s Historical Districts, China. Buildings 2024 , 14 , 2682. https://doi.org/10.3390/buildings14092682

Xiao W, Yoon J-E. A Post Occupancy Evaluation of the Space Utilization of Cultural Heritage in Children’s Education: A Case Study of Wuhan’s Historical Districts, China. Buildings . 2024; 14(9):2682. https://doi.org/10.3390/buildings14092682

Xiao, Wei, and Jae-Eun Yoon. 2024. "A Post Occupancy Evaluation of the Space Utilization of Cultural Heritage in Children’s Education: A Case Study of Wuhan’s Historical Districts, China" Buildings 14, no. 9: 2682. https://doi.org/10.3390/buildings14092682

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Trends in Health GIS: International Overdose Awareness Day

If you attended this year’s Esri User Conference in San Diego, you must feel as inspired as I do. I highlighted many health GIS trends and now I’d like to share my findings through this Trends in Health GIS blog series. This series will delve into each of the four key trends discussed at the conference, starting with the opioid epidemic. Today, we explore how Geographic Information Systems (GIS) are playing a transformative role in addressing this ongoing crisis, offering hope and actionable insights for communities and policymakers alike.

A Continuing Crisis

The opioid epidemic remains one of the most pressing public health crises of our time, with its devastating effects felt across communities worldwide. Despite ongoing efforts to combat this issue, the epidemic has only grown more complex, particularly with the rise of synthetic opioids like fentanyl and increasing polysubstance use. As we recognize International Overdose Awareness Day on August 31, 2024, it is a good time to reflect on the current state of the crisis and explore the latest solutions that can help mitigate its impact.

Understanding the Scope and Patterns of Drug Use

The opioid epidemic has evolved dramatically over the years, with alarming increases in overdose deaths and a significant shift in drug use patterns. Provisional data for 2023 indicates a 3% decrease in opioid deaths compared to 2022 deaths, which is great news. This is the first decrease we’ve seen since 2018. But before we get too optimistic, some states are still seeing increases in deaths, and fatalities from cocaine and psychostimulants like methamphetamine are also on the rise.

While the terrible loss of life is tragic enough, the economic impact of this crisis compounds its staggering toll, with the total cost estimated at $1.5 trillion in 2020. This includes healthcare expenses, criminal justice costs, and lost productivity. Opioid addiction and misuse can happen to anyone but certain demographic groups, such as military veterans, people with disabilities, and those in lower socioeconomic strata, are disproportionately affected.

The crisis is not confined to the United States. Globally, around 60 million people use opioids, and the proliferation of highly potent synthetic opioids has exacerbated the situation, leading to increased overdose deaths in several countries. The complexity of this epidemic requires a multifaceted approach, and GIS is a powerful tool in this fight.

GIS: A Tool for Understanding and Action

GIS has proven invaluable in mapping and analyzing opioid misuse patterns. By leveraging data from various sources like medical claims, overdose reports, and prescriber information, GIS enables public health professionals to visualize the situation and identify hotspots of opioid misuse. This spatial understanding facilitates relevant approaches for specific communities.

One innovative application of GIS in this context is the analysis of wastewater data to track the presence and relative amounts of opioids and their metabolites in different communities. By mapping this data, public health officials can gain real-time insights into drug use trends, allowing for more agile and targeted responses. For instance, if a particular area shows a sudden increase in opioid levels, resources such as harm reduction services and treatment programs can be quickly deployed to that location.

Supporting Harm Reduction Efforts with GIS

Harm reduction is a critical component of the response to the opioid epidemic, and GIS is playing a key role in enhancing these efforts. One of the more novel applications is the use of GIS to optimize the placement of harm reduction vending machines. These machines, which dispense free supplies like naloxone kits and fentanyl testing strips, provide an anonymous and accessible way for individuals to obtain life-saving resources. By using GIS to overlay data on overdose hotspots and vulnerable populations, public health agencies can identify ideal locations for these vending machines. This ensures that the supplies reach those who need them most, potentially saving countless lives. Moreover, advanced GIS tools like ArcGIS Velocity can track the usage of SMART vending machines in near real-time, allowing for rapid restocking and continuous monitoring of demand and use. Healthbox in Canada shares their work here .

GIS can also be used by those embracing recovery-oriented harm reduction with medication-assisted treatment (MAT). By mapping the availability of MAT services as a digital resource, individuals in need can swiftly connect with life-saving treatments and long-term recovery support. Importantly, this GIS-based resource can also play a pivotal role in care coordination by empowering Emergency Medical Services (EMS) and first responders who initiate buprenorphine treatment following an overdose to immediately connect patients to long-term MAT services, improving their likelihood of success by addressing the complex challenge of care coordination.

The Power of Spatial Thinking in Addressing the Opioid Crisis

As we continue to grapple with the opioid epidemic, traditional approaches alone are not enough. GIS offers a unique and powerful perspective, enabling us to understand the spatial dimensions of the crisis and respond more effectively. Whether through mapping drug use patterns, supporting harm reduction efforts, or optimizing resource allocation, GIS is helping to shape a more informed and strategic response to this ongoing challenge. Notably, your opioid settlement dollars and/or your Overdose Data to Action (OD2A) funding could help support a GIS program for your jurisdiction. If you would like a consultation, contact us at [email protected] .

This blog is just the beginning of our exploration of the critical trends in GIS for Health. Stay tuned for the next installment, where we will dive into another key issue facing public health today. In the meantime, let us all reflect on the importance of International Overdose Awareness Day and renew our commitment to finding innovative solutions to the opioid crisis. With the power of spatial thinking and the collaborative efforts of communities, there is hope for a better future.

About the author

Este Geraghty

Dr. Este Geraghty, MD, MS, MPH, CPH, GISP, is the Chief Medical Officer at Esri where she leads strategy and messaging for the Health and Human Services sector. Dr. Geraghty has been with Esri since 2014 and has led business development and solution development in the market. During her time at Esri, Dr. Geraghty has helped organizations around the world use location intelligence to combat Zika virus, finish the fight against polio, grapple with the opioid crisis, combat homelessness, enhance health preparedness and response, inform strategic planning, optimize healthcare access, and traverse the COVID-19 pandemic while tackling inequity. Formerly the Deputy Director of the Center for Health Statistics and Informatics with the California Department of Public Health, Dr. Geraghty led the state vital records and public health informatics programs. There she engaged in statewide initiatives in meaningful use, health information exchange, open data and interoperability. While serving as an Associate Professor of Clinical Internal Medicine at the University of California at Davis she conducted research on geographic approaches to influencing health policy and advancing community development programs. In addition to her degrees in Medicine, Medical Informatics and Public Health, Dr. Geraghty is also a board-certified public health professional (CPH) and a Geographic Information Systems Professional (GISP).

Redefining GIS in Emergency Management

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Geospatial science can lead emergency managers toward answering the where, why, and so what of nearly any incident that occurs.

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Critical thinking is a well-established concept but difficult to define. This article presents a prototype for the automatic evaluation of critical thinking through Natural Language Processing techniques in order to quantify four macro-indicators of critical thinking. The system works on answers given to open questions and recognize the basic language skills, relevance, importance and novelty ...
Evaluating Holistic Education in the Modern Era
One of the central challenges in interdisciplinary education is the development of effective evaluation methods that can capture the complex and multifaceted nature of interdisciplinary learning outcomes. Our discussions highlighted several innovative approaches to assessment, each with its own strengths and limitations. Critical Thinking ...
Think-aloud approach combined with case-based learning in nursing
The combination of think-aloud approach and case-based learning in nursing teaching rounds greatly improves the efficiency of training and the critical thinking acuity of new nurses. Concurrently, it facilitated an evaluation of learning strategies, thereby offering valuable insights for the nursing teaching rounds of new nurse.
Evaluating panel discussions in ESP classes: an exploration of
This approach aims to simulate professional conference discussions, preparing students for future academic and clinical environments where such skills are crucial. While traditional group presentations foster critical thinking and communication, a gap exists in understanding how medical students perceive the complexities of preparing for and ...
Defining and Teaching Evaluative Thinking:
To that end, we propose that ET is essentially critical thinking applied to contexts of evaluation. We argue that ECB, and the field of evaluation more generally, would benefit from an explicit and transparent appropriation of well-established concepts and teaching strategies derived from the long history of work on critical thinking.
Mitigating Misrepresentation: Is There A Proper Approach To ID Bridging
The integrity of IDs in bid requests is paramount. The accuracy of IDs is critical to ensuring audience targeted campaigns are bidding on the correct people, frequency capping occurs as expected and conversion attribution and other measurement can occur successfully.
2024 Fall Cohort: Pitt Faculty and Staff
Join us this fall at the Racial Equity Consciousness Institute (RECI). Our immersive learning community cohort takes a critical systems thinking approach to deconstructing the complexity and pervasiveness of racism and catalyzing personal and collective strategies to cultivate racial equity. Please Note: The Fall 2024 Racial Equity Consciousness Institute (RECI) cohort is
Using a flipped teaching strategy in undergraduate nursing education
Flipped teaching is an interactive learning strategy that actively engages students in the learning process. Students have an active role in flipped teaching as they independently prepare for the class. Class time is dedicated to discussion and learning activities. Thus, it is believed that flipped teaching promotes students' critical thinking, communication, application of knowledge in real ...
Buildings
Cultural heritage has educational value because it provides children with a realistic learning environment and a wealth of educational resources. This study intends to fill a gap in academic research by evaluating the efficiency of utilizing cultural heritage in children's education. This study uses the Post Occupancy Evaluation (POE) method to create a comprehensive evaluation index system.
Trends in Health GIS: International Overdose Awareness Day
The Power of Spatial Thinking in Addressing the Opioid Crisis. As we continue to grapple with the opioid epidemic, traditional approaches alone are not enough. GIS offers a unique and powerful perspective, enabling us to understand the spatial dimensions of the crisis and respond more effectively.

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Critical Thinking: 25 Performance Review Phrases Examples

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4 – Exceeds Expectations

3 – Meets Expectations

2 – Needs Improvement

1 – Unacceptable

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Critical and evaluative thinking skills for transformative evaluation

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Interdisciplinary Education: Breaking Down Barriers and Overcoming Challenges (INTERD-BBC)

The Multidimensional Nature of Interdisciplinary Learning Outcomes

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Evaluating Interdisciplinary Learning: Challenges and Approaches

Critical Thinking Assessment

Integrating Knowledge

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Long-term Impact and Interdisciplinary Competencies

Implications for Interdisciplinary Program Design and Evaluation

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