Critical thinking

Main points to consider

One of the main purposes of higher education is to enable students to think critically. This means much more than the everyday use of the term ‘criticise’, which is seen as a purely negative activity. To criticise in university is to analyse both the good and bad aspects of an argument or idea.

There is no one accepted definition of the term or theoretical model of what critical thinking is. However, it involves the ability to weigh up an argument from many perspectives, to evaluate evidence, challenge assumptions (your own as well as the author’s) and to investigate the context of any work or statement. University students are expected to question and examine everything, to think at a deep rather than surface level and to make logical connections between ideas and knowledge as they study.

Critical thinking is the opposite of uninformed opinion. It involves a great deal of self-awareness. You will learn to reflect upon your own thinking and become comfortable with the idea that there are no fixed or simple answers.

Suggested activities

·  List activities outside university where you have used critical thinking skills. In what way did you employ them? For example, you may have bought a car recently. How did you decide which make and model to buy? Did you take the advice of every salesperson?

·  Practice putting things into conceptual categories. For example, take 20 chart singles and place them into different categories. You might choose manufactured music v indie, female artists v male, solo v groups. Think of all the ways you could organise things. How did you define your categories? What constituted manufactured music, for example? Were there other definitions you could have used?

·  Compose a checklist for use in evaluating your university reading. You may begin by looking at when a piece of literature was written, next whether you judge the source to be reliable/ respected, then consider if there are any possible biases…

·  Take a piece of your own writing and critically evaluate it. Use the checklist in Cottrell’s Study Skills Handbook as a guide (p. 284). For example, can you identify the main line of reasoning in the writing?

·  Take a topic of debate such as capital punishment or use something from your programme. Firstly, state and defend your own position. Identify multiple viewpoints then assume an opposing viewpoint and argue from it. Finally, try to present arguments from two points of view simultaneously.

Top tips

-  It can sometimes be difficult to question writers/ theoreticians/ authorities in their field, when they have so much more experience and knowledge than you. However, this is something you must get used to. As long as you challenge the idea or argument rather than the person, and you have sound reasoning for that challenge, you are entitled to criticise anything.

-  Lecturers often complain that students simply describe papers/ideas/theories rather than criticise or evaluate them. In your assessments make sure you are discussing the arguments – weighing up any weaknesses or limitations in the literature, questioning assumptions and contexts and providing evidence to support any statements or conclusions.

-  Most of us assume that we are logical, clear thinkers with sound reasons for our beliefs (why else would we believe them!). So, it can be difficult, even painful, to challenge this view. However, learning to see the big picture and welcoming different viewpoints should be rewarding and will improve your academic and professional life.

-  Some people may find it difficult to develop critical thinking skills. There are exercises and activities that can help with this development. Please get in touch with studySMART if you feel you need more support in this area.

Resources for further information

Cottrell, S. (2005) Critical Thinking Skills, Palgrave MacMillan: Basingstoke

Cottrell, S. (2008) The Study Skills Handbook, 3rd ed., Palgrave MacMillan: Basingstoke, pp. 275 - 292

Student Counselling Service, Trinity College Dublin, Study Skills Web Seminar: Critical Thinking, http://www.tcd.ie/Student_Counselling/Seminar/critical/critical1.shtml

How does this topic relate to healthcare education and practice?

Critical thinking is necessary in all aspects of university work. It is a vital part of reflection, for example - to reflect upon an incident you must critically evaluate your performance, knowledge and assumptions (both before and after the incident). You must also critically analyse different theories and then relate them to your practice. Description without criticism will not be enough to succeed on your course.

Modern healthcare involves evidence-based practice. Professionals need to be able to critically assess literature to inform their practice and make decisions about patient care. It is, therefore, essential that you are able to think critically in all of your work as a healthcare professional.