Multidimensionality of critical thinking: A holistic perspective from multidisciplinary educators in Karachi, Pakistan

Critical thinking (CT) is a phenomenon of worldwide importance and is a desired outcome in higher and professional education. Development of CT is considered a primary responsibility of educators; however, educators find it challenging to foster learners’ CT if their own understanding of CT skills and concepts is not well developed. Limited research is available on how multidisciplinary educators perceive and practice CT. The study aimed to identify perceptions and practices of CT among educators from the disciplines of nursing, medicine, and education in higher education in Karachi, Pakistan. A descriptive exploratory qualitative design was used where 12 purposefully selected educators from three disciplines participated. Semi structured interviews were conducted and content analysis was done. Although the findings revealed four major themes, the focus of this paper is limited to the theme of faculty perceptions. Faculty’s perceptions of nature, acquisition, and application of critical thinking are multidimensional and although the educators were from various disciplines their perceptions of critical thinking were analogous. Thus combined efforts by all multidisciplinary educators in a higher education are needed to assist them to actualize their perceptions to promote CT practices in a classroom setting

Teachers’ perceptions and practices of written feedback in higher education.

This mixed-methods research aimed to understand the practices and perceptions of teachers regarding writtenfeedback. For this purpose, a survey was administered to 150 teachers forming a non-probability sample, who wereworking in various universities in Karachi. The disciplines chosen for the study included nursing, applied linguistics,medicine and education departments in institutes of higher education situated in Karachi. Before sampling, initialscreening was done to obtain a list of institutes which provide written feedback on students’ assignments. Twohomogenous groups of teachers by discipline (nursing and education) were then selected for focus group discussions.It was found that most teachers consider written feedback an important tool for guiding and helping students improvetheir work. In fact, they consider written feedback as important as verbal feedback. Teachers also recognized theimportance of discussing the written feedback with the students but they rarely did so because of time constraints.Most teachers preferred to directly fix students’ errors instead of providing feedback to enable them to correct thoseerrors by themselves. While less than half of the participants used a checklist for grading, others used annotation.Several factors were found to have a great influence on the amount and quality of feedback. The most significantfactor was whether teachers had formal training in providing feedback. Only 17% of the participants in this study hadproper training to give written feedback. They also identified several environmental and personal factors that had animpact on their feedback practices including time, the relationship between the teacher and individual students, and,most importantly, the policies and culture of the institutes

Experiences and Perceptions of Patients Living With Hepatitis C in Karachi, Pakistan

Purpose: Hepatitis C (HCV) is a chronic disease that affects an individual’s physical, financial, social, and emotional well-being throughout the illness. Although extensive literature is available on experiences of patients with hepatitis C in developed countries, very little exists in developing countries, particularly in Pakistan. This article describes experiences of patients living with HCV in Karachi, Pakistan. Method: Using descriptive exploratory design, data were collected through semistructured interviews from 10 patients with HCV. The interviews were tape recorded and transcribed verbatim. Findings: The three categories—perceptions and misperceptions, challenges and sufferings, support and shortcomings—were subsumed under the theme “deadly, dangerous, and devastating.” Conclusion and implications for practice: Patients with HCV experience profound challenges that are influenced by their level of education, financial capacity, cultural norms, family support, and the sensitivity of health care professionals. Several cultural practices existing in Pakistan identify the need for public awareness. The findings on health care professionals have implications for nursing and allied health continuing education