Fostering Critical Thinking: Generative processing strategies to learn to avoid bias in reasoning

This dissertation focuses on fostering learning and transfer of critical thinking skills of higher education students. It has been investigated which instructional methods are effective in promoting an essential aspect of critical thinking, that is, the ability to avoid bias in reasoning and decision making

Psychometric properties of the Actively Open-minded Thinking scale

The Actively Open-minded Thinking scale (AOT; Stanovich & West, 2007) is a questionnaire that is used to measure the disposition towards rational thinking as a single psychological trait. Yet, despite its frequent use, also in abbreviated form, it is still unclear whether sumscores of the AOT can actually be used to order individuals on their disposition towards actively open-minded thinking and whether the questionnaire can be validly shortened. The present study aimed to obtain a valid and shorter AOT. We conducted Mokken scale analyses on the (Dutch) AOT using two samples of higher education students (N = 930; N = 509). Our analyses showed that none of the 41 items could discriminate sufficiently between respondents with varying latent trait levels. Furthermore, no item-set of the AOT could be obtained to validly order individuals on the assumed latent trait, which is a crucial assumption when using it in research. Consequently, it is questionable whether scores on the AOT provide insights into the concept it aims to measure

Identifying obstacles to transfer of critical thinking skills

This study investigated whether unsuccessful transfer of critical thinking (CT) would be due to recognition, recall, or application problems (cf. three-step model of transfer). In two experiments (laboratory: N = 196; classroom: N = 104), students received a CT-skills pretest (including learning, near transfer, and far transfer items), CT-instructions, practice problems, and a CT-skills posttest. On the posttest transfer items, students either (1) received no support, (2) received recognition support, (3) were prompted to recall acquired knowledge, or (4) received recall support. Results showed that CT could be fostered through instruction and practice: we found learning, near transfer, and (albeit small) far transfer performance gains and reduced test-taking time. There were no significant differences between the four support conditions, however, suggesting that the difficulty of transfer of CT-skills lies in problems with application/mapping acquired knowledge onto new tasks. Additionally, exploratory results on free recall data suggested suboptimal recall can be a problem as well

Identifying Characteristics Associated with Higher Education Teachers’ Cognitive Reflection Test Performance and Their Attitudes towards Teaching Critical Thinking

The aim of this study was to identify characteristics that are related to higher education teachers' (N ¼ 263) Cognitive Reflection Test (CRT) performance, which assesses an important aspect of critical thinking (CT), and their attitudes towards teaching CT more generally. Results of a structural equation model showed that a stronger disposition towards effortful thinking, teaching in a more technological domain, and a higher level of education were related to a better CRT performance. Thinking dispositions were also related to teachers’ perceived relevance of teaching CT. Confidence in CRT performance rather than actual performance was related to perceived competence in teaching CT

Learning to Avoid Biased Reasoning: Effects of Interleaved Practice and Worked Examples

It is yet unclear which teaching methods are most effective for improving critical thinking (CT) skills and especially for the ability to avoid biased reasoning. Two experiments (laboratory: N = 85; classroom: N = 117), investigated the effect of practice schedule (interleaved/blocked) on students’ learning and transfer of unbiased reasoning, and whether it interacts with practice-task format (worked-examples/problems). After receiving CT-instructions, participants practiced in: (1) a blocked schedule with worked examples, (2) an interleaved schedule with worked examples, (3) a blocked schedule with problems, or (4) an interleaved schedule with problems. In both experiments, learning outcomes improved after instruction/practice. Surprisingly, there were no indications that interleaved practice led to better learning/transfer than blocked practice, irrespective of task format. The practice-task format did matter for novices’ learning: worked examples were more effective than low-assistance practice problems, which demonstrates –for the first time–that the worked-example effect also applies to novices’ learning to avoid biased reasoning

Effects of Self-explaining on Learning and Transfer of Critical Thinking Skills

Critical thinking is considered to be an important competence for students and graduates of higher education. Yet, it is largely unclear which teaching methods are most effective in supporting the acquisition of critical thinking skills, especially regarding one important aspect of critical thinking: avoiding biased reasoning. The present study examined whether creating desirable difficulties in instruction by prompting students to generate explanations of a problem-solution to themselves (i.e., self-expl

Teamwork Training With a Multiplayer Game in Health Care: Content Analysis of the Teamwork Principles Applied

Background: In health care, teamwork skills are critical for patient safety; therefore, great emphasis is placed on training these skills. Given that training is increasingly designed in a blended way, serious games may offer an efficient method of preparing face-to-face simulation training of these procedural skills. Objective: This study aimed to investigate the teamwork principles that were used during gameplay by medical students and teamwork experts. Findings can improve our understanding of the potential of serious games for training these complex skills. Methods: We investigated a web-based multiplayer game designed for training students’ interprofessional teamwork skills. During gameplay, 4 players in different roles (physician, nurse, medical student, and student nurse) had to share information, prioritize tasks, and decide on next steps to take in web-based patient scenarios, using one-to-one and team chats. We performed a qualitative study (content analysis) on these chats with 144 fifth-year medical students and 24 health care teamwork experts (as a benchmark study) playing the game in groups of 4. Game chat data from 2 scenarios were analyzed. For the analysis, a deductive approach was used, starting with a conceptual framework based on Crew Resource Management principles, including shared situational awareness, decision-making, communication, team management, and debriefing. Results: Results showed that most teamwork principles were used during gameplay: shared situational awareness, decision-making (eg, re-evaluation), communication (eg, closed loop), and team management (eg, distributing the workload). Among students, these principles were often used on a basic level. Among experts, teamwork principles were used with more open forms of speak up and more justification of decisions. Some specific Crew Resource Management principles were less observed among both groups, for example, prevention of fixation errors and use of cognitive aids. Both groups showed relatively superficial debriefing reflections. Conclusions: Playing a multiplayer game for interprofessional teamwork appears to facilitate the application of teamwork principles by students in all important teamwork domains on a basic level. Expert players applied similar teamwork principles on a moderately high complexity level. Some teamwork principles were less observed among both students and expert groups, probably owing to the artifacts of the game environment (eg, chatting instead of talking). A multiplayer game for teamwork training can elicit the application of important, basic teamwork principles, both among novices and experts, and provides them with a flexible, accessible, and engaging learning environment. This may create time for exercising more complex skills during face-to-face training