Deck 4: Institute of Medicine Competencies As a Context for Thinking:the How, When, and Where of Critical Thinking

Question 1

A person's thinking is influenced by the when and where context of a thought. Scheffer and Rubenfeld (2006) described CT as:

A) an "academic abstraction"
B) a "tool in search of a job"
C) a "dynamic process"
D) a "convoluted process"

Answer 1

B

Question 2

The U.S. Institute of Medicine (IOM) produced a report in 2000 that drove home a picture of our healthcare system's dire situation by estimating that nearly this many Americans die each year as a result of medical errors:

A) 89,000
B) 108,000
C) 98,000
D) 100,000

Answer 2

C

Question 3

In 2003 the IOM released another study that advocated for a set of five core competencies for all health professionals. The IOM uses competencies to describe:

A) end points that can be assessed
B) areas for improvement
C) desired practice behaviors
D) recommended processes and performance standards

Answer 3

A

Question 4

Bargagliotti, Luttrell, and Lenburg (1999) provided a definition about competency-based performance evaluation that reinforced the IOM's recommendations. Competency-based evaluations are different than traditional check off methods in that they focus on:

A) a step-by-step format
B) demonstration of certain steps
C) specified skills
D) performance

Question 5

The IOM's vision is to move away from status quo behavior in healthcare education and practice, and toward a focus on context-bound thinking, i.e., the how, when and where. The IOM believes these practice changes will occur through changes in:

A) health professions' education practices
B) the practices of lifelong learners
C) improvements in clinical practice
D) communication and collaboration among providers and patients

Question 6

Teaching and learning principles and approaches are used in both academic and service settings. Educators in academic settings may experience more challenges because of:

A) language differences
B) the heterogeneity of the group
C) traditions
D) expectations

Question 7

Giddens and Brady (2007) advocate a concept-based approach to learning. In this approach, students are:

A) active learners
B) passive learners
C) knowledge seekers
D) information receivers

Question 8

Which mind is concerned with pulling together several sets of information?

A) disciplined mind
B) synthesizing mind
C) creating mind
D) ethical mind

Question 9

Which mind is focused on responsibility as citizens?

A) disciplined mind
B) synthesizing mind
C) creating mind
D) ethical mind

Question 10

Gardner's labels of five minds for the future are similar to

A) IOM competencies
B) 2011 report - The Future of Nursing
C) Bundles of Change
D) AACU's integrative learning

Question 11

According to Barr and Tagg, teaching implies __________ while learning is done in ____________.

A) hierarchy / collaboration
B) knowledge is constructed / knowledge comes in chunks
C) collaboration / hierarchy
D) knowledge is created / knowledge is gotten

Question 12

This term describes Perry's belief that, "knowledge is contextual and relative, and multiple perspectives fit into a big picture."

A) "dualism"
B) "relativism"
C) "conceptualism"
D) "reflectiveism"

Question 13

Which is not a teaching strategy to enhance critical thinking?

A) distance education
B) team-based learning
C) problem-based learning
D) all of the above are strategies to enhance critical thinking

Question 14

Schon suggests health care professionals use this tactic to, "muddle through the swampy lowlands" of healthcare more efficiently:

A) focus on the practicalities of practice
B) integrate learning
C) use reflection
D) study the context

Question 15

How can clinicians use reflection to meet the goals that the IOM has advocated for practice?

A) link thinking and action
B) commit to being lifelong learners
C) learn through teaching
D) focus on the CT process