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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Purpose: The purpose of this qualitative research study on critical thinking activities in a higher educational institution was to explore the impact analysis, synthesis, and evaluation had on critical thinking learning activities. The goal of this study was to explore the impact that critical thinking learning activities had on the transference of knowledge and skills into the professional lives of former students who graduated from an Associate in Science Degree-Health Information Management program. Method: This phenomenological qualitative study was conducted with five purposively selected participants based upon specific pre-established criteria, including, graduation from the Health Information Management-Associate Degree Program from January of 2000 through December of 2006 and experienced a critical thinking cumulative learning activity in their core management course during enrollment in the program. The participants, through face-to-face interviews, described their experiences, perceptions, and interpretations on the impact that a cumulative learning activity contributed to their ability to transfer the critical thinking skills of analysis, synthesis, and evaluation into their professional lives. Data was analyzed utilizing the inductive analysis approach by Rubin and Rubin (2005) and incorporation of the modified Van Kaam analysis (1959) method. Utilization of an interpretative approach to content (Berg, 2004) uncovered three themes: Participants’ were confident in their ability to organize major functions in a Health Information Management (HIM) department; participants were confident in their ability to integrate multiple avenues of information for collaboration in an HIM department; and, participants acknowledged that it was not only important to interpret information, but that fully reading all given information was a critical factor in their interpretation. Major Findings: Health Information Management graduates believed that the critical thinking skills of analysis, synthesis, and evaluation are vital for the transfer of knowledge to workplace skills. The participants confirmed that the cumulative project helped increase their skill level in their current jobs. In addition, the participants’ emphasized critical thinking as a vital component to a graduate’s success in the workforce. The results of this study indicated a need for current educational curricula restructure, training, assessment, and embedding critical thinking throughout educational environments, and bridge the gap between knowledge and application. Finding a way to close the gap between education and industry will require an alignment of educational domains and workforce expectations.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2008.
- Bibliography:
- Includes bibliographical references (leaves 105-113).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Shirley A. Collar. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LB2395.35.C65 2008_CollarShirley ( BU-Local )
- Classification:
- LB2395.35.C65 2008 ( lcc )
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