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Sunday, February 26 • 1:45pm - 2:30pm
(SUNDANCE) Fostering Creative and Critical Thinking Within the Context of Medical Student Research

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Abstract Body: Objectives Session participants will: - Learn about the instructional methods used in an innovative Creative and Critical Thinking course for medical students conducting summer research. - Experience two creativity and critical thinking exercises used in the course. - Learn approaches other participants use to enhance students’ abilities to think creatively and critically. Methods Presentation – 15 minutes We will present the goals, instructional methods, and assignments used for a Creative and Critical Thinking course. This 1-credit elective is designed to stimulate the development of creative and critical thinking skills within the context of diabetes, cardiovascular, and eye disease research (the foci of three NIH T-35 training grants). In the course, students learn and practice (a) techniques that facilitate identification of potential areas for research and development of research questions, and (b) observational, curiosity-building and innovative thinking skills. The course objectives are aligned with the following competencies from the University of Utah School of Medicine (UUSOM) undergraduate medical curriculum: - Commit to excellence and scholarship. - Develop the curiosity to seek out research and advancements which impact the field of medicine. - Actively engage in self-directed learning activities that promote lifelong learning. - Exhibit interpersonal and communication skills that promote effective information exchange with professional associates. This course is required of all UUSOM students engaged in research between MS1 and MS2 who have received NIH T-35 grants or who are enrolled in the MD/PhD program. Creativity and Critical Thinking Exercises – 10 minutes Participants will be introduced to and practice two exercises used in the course: Observation and curiosity-building exercises: Notice and record at least three curious or never-before-noticed things in your life. Reframing research questions: Historical examples and an exercise on how reframing a research question from an alternative perspective can lead to discovering the “truth.” Small group discussion – 15 minutes Participants will discuss methods they are using to foster creative and critical thinking and/or ways they might integrate the aspects of the course content at their institution. Whole-group report-out – 5 minutes A representative will be asked to report the most interesting and/or key points from each group’s discussion. Intended Outcomes Session participants will learn methods the session presenters are using to build students’ abilities to engage in creative and critical thinking. They also will be stimulated to think about ways they can incorporate creative and critical thinking skill building in the curriculum at their institution. Target Audience Curriculum developers, faculty who oversee scholarly concentration (research) programs 

Speakers
LS

L.A. Stark

University of Utah - GSLC


Sunday February 26, 2017 1:45pm - 2:30pm
SUNDANCE

Attendees (7)