Beliefs and Practices of Expert Respiratory Care Faculty on Critical-Thinking Learning: a Case Study
type: CreativeWork
description: Problem. The development of critical-thinking skills during the professional training of respiratory therapists is imperative for good practice. Research evidence suggests that interactive instructional strategies are far more effective than traditional lectures. Missing from the literature are thick descriptions of how faculty organize the delivery of respiratory therapy curriculum to develop critical thinking. This case study describes the beliefs and practices of faculty members in an academically strong program in view of developing critical thinking. Method. A qualitative, single case-study design was used to identify critical-thinking strategies and beliefs incorporated by the faculty. The program was nominated by expert members of the Committee on Accreditation for Respiratory Care. Qualitative data were collected from classroom observations, program and syllabi documents, and audio taped interviews with administrators and faculty. These data were analyzed and represented in ametaphor and a mathematical model. Results. The analysis revealed three major themes: (a) The faculty believe critical thinking is developed by motivating students to learn by doing; (b) a variety of educational strategies and techniques were used to involve students in active learning; and (c) essential programmatic characteristics support the development of critical thinking. This research identified ways that faculty motivate students to become effective critical thinkers. Faculty passion is an important student motivator. Tying clinical experiences to classroom instruction also motivates students. Students are further motivated when they recognize competent faculty with well-planned curricula. The faculty believe the best teaching strategies involve the students in "learn by doing" activities that keep the students from developing an excessive dependence on them for learning. "Learn by doing" activities include: Problem-based learning and techniques philosophically consistent with co…
abstract: Problem. The development of critical-thinking skills during the professional training of respiratory therapists is imperative for good practice. Research evidence suggests that interactive instructional strategies are far more effective than traditional lectures. Missing from the literature are thick descriptions of how faculty organize the delivery of respiratory therapy curriculum to develop critical thinking. This case study describes the beliefs and practices of faculty members in an academically strong program in view of developing critical thinking. Method. A qualitative, single case-study design was used to identify critical-thinking strategies and beliefs incorporated by the faculty. The program was nominated by expert members of the Committee on Accreditation for Respiratory Care. Qualitative data were collected from classroom observations, program and syllabi documents, and audio taped interviews with administrators and faculty. These data were analyzed and represented in ametaphor and a mathematical model. Results. The analysis revealed three major themes: (a) The faculty believe critical thinking is developed by motivating students to learn by doing; (b) a variety of educational strategies and techniques were used to involve students in active learning; and (c) essential programmatic characteristics support the development of critical thinking. This research identified ways that faculty motivate students to become effective critical thinkers. Faculty passion is an important student motivator. Tying clinical experiences to classroom instruction also motivates students. Students are further motivated when they recognize competent faculty with well-planned curricula. The faculty believe the best teaching strategies involve the students in "learn by doing" activities that keep the students from developing an excessive dependence on them for learning. "Learn by doing" activities include: Problem-based learning and techniques philosophically consistent with co…
author: Hulse, James Leland
keywords: Circulatory and Respiratory Physiology, Education, Higher Education and Teaching
date published: 2009-01-01T08:00:00Z
date modified: 2026-07-24T00:52:58Z
provider: Andrews University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Andrews University