Health Care: Critical Thinking, Problem Solving, and Study Skills Notes

Critical Thinking

Continuous, proactive habit of applying knowledge thoughtfully for quick, clear-minded decision-making in complex patient health scenarios.

Analyze Information

Objective analysis to form judgments, drawing from observations, experience, reasoning, and data.

Patient Info Analysis

Asking about visit purpose, key info, supporting data, core message to gather and evaluate information.

Evaluate Conclusions

Determine if conclusions are fact-supported.

Fair-mindedness

Avoids stereotypes; open to all viewpoints and evaluates them equally.

Autonomy

Thinks independently, forms own conclusions, and questions when reasonable.

Perseverance

Dedicated to finding solutions even for complex issues.

Integrity

Applies rigorous standards of proof to own knowledge; revises beliefs based on new studies.

Creativity

Values tradition but recognizes when creative solutions are needed.

Humility

Acknowledges knowledge limits and asks for guidance.

Confidence

Trusts the reasoning process to guide actions toward trustworthy conclusions.

Clarify Thinking

Determine real meaning, summarize, and confirm understanding.

Discipline Thinking

Focus on relevant information, avoid illogical leaps.

Meaningful Questions

Use penetrating questions for deeper understanding.

Change Mind

Consider others' views and adjust based on good reasons.

Basic Problem Solving

Five steps: identify, gather, select, implement, evaluate results.

Trial-and-Error

Testing solutions until one works; inappropriate and dangerous for patient care, emphasizes guesswork.

Scientific Problem Solving

Systematic process in controlled settings with seven steps.

7 Steps Scientific

Problem identification, data collection, hypothesis formulation, plan of action, hypothesis testing, interpretation of results, evaluation.

Intuitive Problem Solving

Recognizes intuition's role via pattern recognition or rapid assessment.

Study Skills

Critical thinking and problem-solving are vital for studying and lifelong learning in healthcare.

4 Study Processes

Refreshing memory, taking in new information, organizing/memorizing data, making connections.

Ideal Study Area

Distraction-free, quiet, comfortable temperature (65^\circ\mathrm{F} \text{ to } 70^\circ\mathrm{F}), sufficient space, adequate light; avoid studying in bed.

Daily Preparation

Use to-do lists/planners, review resources, study in small chunks with breaks.

Learning Process

Beyond short-term memorization; enables recall and application; begins with information reception.

Reception

Taking in information without meaning.

Perception

Attaching meaning to information.

Selection

Deciding what information is important to remember.

Working Memory

Temporary, limited (5 to 9 chunks).

Short-Term Memory

Lasts about 15 \text{ seconds}; chunking helps.

Long-Term Memory

Durable storage; depends on processing depth and recall frequency; best through recall and frequent review.

Memory Techniques

Say/write all you remember, recall in different order, recreate learning environment.

Learning Strategies

Make Associations, Acronyms/Acrostics, Flashcards, Music, Study Groups.

RICE

Rest, Ice, Compression, Elevation (for musculoskeletal injuries).

Study Group Success

Committed, Contributing, Compatible, Considerate (Four C's).