Active teaching model to promote critical thinking

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

摘要
目的：介绍面向护理学本科学生，与问题导向学习（Problem-Based Learning，PBL）相结合的批判性思维促进主动教学模式（Active Teaching Model to Promote Critical Thinking，MEAPC）的构建与实施经验。
方法：本研究为案例报告，针对护理学本科学生在20学时基础生命支持（Basic Life Support，BLS）课程中参与的教育干预（MEAPC+PBL）实践经验展开。该MEAPC已通过专家评审验证，用于指导临床案例分析；批判性思维（Critical Thinking，CT）技能采用加利福尼亚批判性思维技能测验进行评估。
结果：本次教育干预分为构建与实施两个阶段，不仅使学员掌握了基础生命支持相关知识，还培养了批判性思维能力，并促进了教与学过程中的经验交流。
结论：在基础生命支持课程中将MEAPC与PBL相结合，优化了学习组织流程，为学员提供了知识获取途径，并有效激发了批判性思维技能的培育。