Critical Thinking and Transformative Learning - Essay Example

Critical Thinking and Transformative Learning Critical thinking is the ability to think rationally and objectively by applying careful thoughts before jumping into a conclusion. An individual is able to conceptualize, apply and analyze information gathered from experience, reasoning, communication, or observation. Analyzed information acts as a guide to personal beliefs and actions. An individual actively thinks things through, questions him/herself, and makes conclusions that provide sound judgment.

Every belief has reasons supporting it and the person understands the implication of the belief. A critical thinker displays systematic problem solving, logically understands the connection between ideas and identifies inconsistency in reasoning. Critical thinking helps an individual identify information sources relevant to the problem. In the medical field, health practitioners require logic in order to understand health problems and make reasonable decisions. Health practitioners have to interpret disease diagnostics critically and logically to avoid harming patients.

In a health facility, the doctor has to critically analyze patient diagnostics before deciding the best treatment. A patient with colon cancer can undergo chemotherapy or colon resection, and the doctor has to analyze several factors and suggestions before treating the patient. The medical field is faced with resource constraints and students participate in health missions and other activities as part of transformative learning. Dialogue is essential between the health care provider and patients.

True communication between the two parties creates a chance of changing another person or being changed by that person. Communicating with patients help health practitioners recognize and acknowledge experiences faced by patients during the struggle with certain illnesses. Medical students undertake missions to developing countries or within their society. During these missions, students undergo reflective learning outside the classroom environment. They have a firsthand experience of problems faced by residents of developing countries and the society.

Humanitarian problems experienced help students develop humanitarian concerns regarding patients in such regions. Trainees experience suffering and frightening illnesses that create emotional repression required for clinical objectivity. Trainees undergo training sessions for communication skills that help them communicate with other health practitioners. Critical reflection is required in the medical field in order to make high quality medical interpretations. Students engage in discussions with colleagues and supervisors in order to analyze different observations made.

Trainees learn how to collect relevant information and exhaustively evaluate possible solutions before making the final decision. Experiencing different treatable and untreatable illnesses helps students appreciate patient strengths and deficits. Environments supporting transformative learning are necessary within the society and universities. The environment must support personal disclosure by individuals within the medical field. This involves private sessions with patients where trainees can communicate effectively with patients.

This is necessary for gathering the necessary information regarding different complications and illnesses. Face to face interaction with patients helps students learn different experiences undergone by patients. Medical students also require discussion sessions in order to analyze and research more on collected observations. This also gives students an opportunity to reflect and question different treatment methods available in the field. Supervisors have to trust and show empathy towards their students in order to facilitate learning.

Illnesses and suffering experienced by trainees arouses different emotions that might hinder the performance of the health provider. Students require enough time and exposure in order to repress such emotions. Supervisors and trainers have to show patience and empathy towards students and provide enough support for students experiencing emotional struggle. This helps trainees overcome their emotions and change their perception of suffering experienced by patients. Participating in different activities creates a learner centered learning approach.

Students engaging in different tasks develop several problem solving and critical reflection skills. Medical students can participate in different health activities within the society or health facilities. This helps them learn about different methods that can be used during diagnostic and treatment of various illnesses. Reflective judgment is the process of reasoning and making several considerations before reaching a conclusion. An individual thinks over the problem or issue and utilizes available knowledge to make a sound conclusion (pp. 12). Respiratory therapists require a broad knowledge base necessary for applying reflective judgment in problem solving.

Therapists have scientific knowledge, technical experience, and theoretical knowledge of practical problems. This knowledge has to be consulted before therapists make conclusions regarding certain patient problems. There are several technical equipments, different respiratory problems, interaction with other physicians and therapists, and different health care solutions for patients. Reflective thinking is necessary for applying knowledge from these sources before making therapy conclusions. Reflective thinking is required by therapists because breathing is extremely essential for human survival.

Therapists must make the right diagnostics and select the right equipment for treatment. The respiratory system has very delicate organs, and critical reflection of available knowledge is required. Some therapists lack this skill due to inadequate resources and limited information sources available. Works cited Kant, Immanuel, and J H. Bernard. Critique of Judgement. New York: Cosmo Classics, 2007. Print.