Benjamin Joseph, Gleeson Rebello, Sreemathi Mayya
The use of a working model for teaching functional and applied surgical anatomy of the subtalar joint
Foot & ankle international
development application critical thinking skills requirement expectation higher education clinical radiographic practice multitude generic definitions critical thinking however little understood critical thinking means develops course diagnostic radiography students struggle demonstrating skill desired expectation higher education assumed students implicit understanding required relation expectation study explores radiography students understanding perceptions meaning critical thinking diagnostic radiography research framework sits within interpretive paradigm designed longitudinal study conducted threeyear study period semistructured facetoface interviews employed means gathering contextrich information diagnostic radiography students n 13 purposively selected participate study three themes constructed following analysis interpretation interview data themes logical thinking involving analysis evaluation process decisionmaking reflection metacognition participants progressed year one year three recognised critical thinking comprised cognitive skills affective skills attributed developing understanding meaning critical thinking clinical placement learning understanding written feedback expectations professional practice based findings definition critical thinking applicable diagnostic radiography developed understanding meaning critical thinking relation academic requirements clinical placement learning essential diagnostic radiography students succeed settings