Using the Six Thinking Hats Model of Learning to Analyze a Clinical Scenario

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Using the Six Thinking Hats Model of Learning to Analyze a Clinical Scenario by Mind Map: Using the Six Thinking Hats Model of Learning to Analyze a Clinical Scenario

1. 1. Gain attention

1.1. To gain the student’s attention, I will start the lecture by showing a video on Debono’s Six Thinking Hats Model: Six Thinking Hats - Case Study

2. 2. Inform learners of objectives

2.1. Upon successful completion of the session, the learner will demonstrate the ability to: 1. Explain the key components of critical thinking 2. Demonstrate the Six Thinking Hats to demonstrate critical thinking skills 3. Provide an example of how they can apply critical thinking skills in their teaching and clinical practice using a classroom assessment tool (i.e. categorizing grid)

3. 3. Stimulate recall of prior learning

3.1. Review previously learned concept of Bloom’s Taxonomy of higher-order thinking skills in a question and answer style activity to provide a link to past learning. Show pictures of the students illustrating the association between Bloom’s Taxonomy and critical thinking skills.

4. 4. Present the content

4.1. Show PowerPoint presentation that demonstrates clinical relevance of critical thinking (Doctors are critical thinkers!) and critical thinking using Debono’s Six Thinking Hats Model. The students should be able to explain the key components of these this model following the presentation.

5. 5. Provide learning guidance

5.1. During the team-based learning directed activity, I will provide learning guidance to the groups as well as pose additional questions to them to encourage critical thinking.

6. 6. Elicit performance (practice)

6.1. Divide the class into groups of six for a critical thinking activity. Students will go around to each poster paper and answer a question using critical thinking skills that correspond to the colour of the hat on the paper. 1. Define mechanical low back pain 2. What is the creative care that you will give to a patient who has mechanical low back pain? 3. How would you feel if you had mechanical low back pain? 4. What are the disadvantages/risks to having mechanical low back pain? 5. What are the comforts experienced by an individual who has not had mechanical low back pain? 6. What should we do now? What should we do to achieve more?

7. 7. Provide feedback

7.1. My feedback to the students: Following completion of the learning directed activity, we will take up the answers and discuss their clinical relevance in the scenario presented (i.e. patient with mechanical low back pain) Students’ feedback to me: I will ask the students to take a moment and answer the following questions: 1. What was most clear to you during the presentation? 2. What is “muddy” for you? What questions do you still have?

8. 8. Assess performance

8.1. I will ask the students to complete a categorizing grid as a classroom assessment tool (please see attachment)

9. 9. Enhance retention and transfer to the job

9.1. I will ask the students to think about other clinical scenarios where Debono’s Six Thinking Hats Model could be implemented, to ensure they are utilizing critical thinking skills in their daily practice.