Engaging problems and making decisions using critical thinking involves both skills and habits of mind.
For a complete assessment of a test taker's critical thinking, it is recommended that both skills and dispositions be measured.
They are also utilized to document progress on learning outcomes.
The American Association of Colleges of Nurses’ definition of critical thinking as published in their Essentials of Baccalaureate Education for Professional Nursing Practice states:“Critical Thinking: All or part of the process of questioning, analysis, synthesis, interpretation, inference, inductive and deductive reasoning, intuition, application, and creativity (AACN, 1998).
The Health Sciences Reasoning Test is being used worldwide at high ranking health science education programs and at top rated medical centers to measure critical thinking skills and habits of mind in students and practicing professionals.
The HSRT is designed to provide both an overall score for critical thinking and a selection of scale scores to assist the trainer or instructor to focus curricula and training opportunities to address particular weaknesses in both individuals and groups.
Using companion assessments results in a comprehensive measurement of whether a test taker is ‘willing and able’ to think well.
We recommend that the HSRT be taken in conjunction with the California Critical Thinking Disposition Inventory (CCTDI) .
The World Health Organization Maternal and Child Health (MCH) Leadership Competencies include critical thinking as“the ability to identify an issue, dilemma, or problem; frame it as a specific question; explore and evaluate information relevant to the question; and integrate the information into development of a resolution.
An advanced manifestation of critical thinking is evidence-based practice – the conscientious, explicit, and judicious use of current best evidence about practice, the creation of policy, and the conduct of research”.7.