From:                              Dave Sullivan

Sent:                               Wednesday, October 28, 2009 12:01 PM

To:                                   Janice Thiel

Subject:                          Form Submission (Critical Thinking Activities & Reusable Learning Objects (RLOs))


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Critical Thinking Activities & Reusable Learning Objects (RLOs)

Thank you for submitting your Critical Thinking Activity/RLO idea. Please forward this message and attach any supplemental files (e.g., Handouts, PowerPoints, etc.) to


Title of Critical Thinking Activity/RLO:

Your Answer: Active Learning - Responding to the Unknown


Briefly describe or summarize the Activity/RLO:

Your Answer: An activity that revealed very rewarding results in 2008 and 2009 related to critical thinking outcome from Emergency Medical Technician Laboratory class related to: Critical Thinking Outcome S-33: Giving Reasons and Evaluating Evidence and Alleged Facts Principle: Emergency Medical Technician (EMT) students involved in scenario-based learning in laboratory and skills classes were exposed to critical thinking by developing, acting out, and facilitating patient care scenarios that were critiqued and evaluated by student peers. The students explain their rationale for care decisions and support with material learned in the class. This peer interaction and review process allows students to engage potentially intimidating, confusing, and insulting situations and allows them to build intellectual confidence and courage while dealing with situations they will encounter in the workplace. The response from my EMT Lab group of six students revealed that they thought through their treatment and responses and provided an example of (S-33 - Giving Reasons and Evaluating Evidence and Alleged Facts). The assignments typically included: •EMT students were asked to set up their own scenarios using manikins, live actors, moulage, props, etc., while keeping in mind the guidelines and parameters of what they are learning about in class. •Student responders were asked to respond to a given situation. Student designed scenarios allowed student responders to find solutions to problems. •Student facilitators set the stage and initiated the call for help and guided student responders to locations in and outside of the building. •Student responders and facilitators had dialogue about the situation and findings. •Student responders worked through information, gave rationale, and reevaluated patients while responding to what they felt was priority. •Student responders continued to think through changing situations, verified findings, reevaluated, and asked questions for further clarification. •Upon completion of scenarios, student facilitators provided feedback as a group to the responders. •Instructor asked providers and facilitators what they learned and provided feedback to responders. •Students replied with understanding of why it is important to be flexible and responsive to an ever-changing patient care scenario. •Students learned the need to think things through as all patient care provided or withheld has consequences. •Result was an ongoing search for meaning of what is discovered while interacting with patients.


Subject Area(s) - Select all that apply:

Your Answer: Public Safety


What is(are) the Major Learning Outcome(s) addressed by this Activity/RLO (from course outline)?

Your Answer: The major Learning Outcome for this active-learning and critical thinking activity is for students to take basic knowledge and understanding of subject matter being taught and apply it to dynamic, real-life scenarios.


What is(are) the Course Objective(s) addressed by this Activity/RLO (stated in performance terms)?

Your Answer: The Course Objective for this active-learning and critical thinking activity is to appropriately identify, evaluate, and apply appropriate actions towards real-life scenarios.


Type of Activity/RLO - Select all that apply:

Your Answer: Small Group


Time - How much time does it take to conduct this Activity/RLO?

Your Answer: Multiple Classes


List the materials that are necessary to conduct this Activity/RLO:

Your Answer: Discipline specific equipment and materials.


Instructions - Give detailed step-by-step instructions on how to conduct this Activity/RLO:

Your Answer: 1) Students must have a basic understanding of content being addressed in scenarios. 2) Discipline specific equipment that students will use in the workplace should be present for application and use. 3) Class time to evaluate and critique group performance with feedback is essential for success.


List Additional Resources, for example: Web address/URL, Handouts, PowerPoint, etc. Copy/Paste URLs here. Later, when you receive your confirmation message, forward any supplemental files to the QEP Director.

Your Answer: N/A


SPC established as its definition of critical thinking: The active and systemic process of communication, problem solving, evaluation, analysis, synthesis, and reflection, both individually and in community, to foster understanding, support sound decision-making, and guide action.


Which aspect(s) of critical thinking does this Activity/RLO address? - Select all that apply:

Your Answer: Communication, Problem-solving, Evaluation, Analysis, Reflection


How will this improve our students’ ability to think critically?

Your Answer: This activity allows students to engage real-life simulation with application of skills/ knowledge being learned while building upon their confidence and courage to be successful.


Have you consulted the Activity/RLO Guidelines?

Your Answer: Yes


If you have any questions or comments about this form, please contact Janice Thiel at or call (727) 341-3110