Shannon Price's Skills

Critical Thinking Experiences

The following experiences led to development of Critical Thinking skills:

Jobs / Internships

Doctors' Memorial Hospital, Perry, Florida; RN, CNOR, Medical Student I.; May 2003-August 2003

During the summer after my freshman year in medical school, I was employed for 3 months as a medical student working 40-50 hours a week at the local not-for-profit county hospital. I spent much of my time working under the supervision of the Emergency Department physicians. In my role, I would initially interview and examine the patients followed by the physician, we would then compare notes, review our findings with the patients, offer them appropriate treatment options and make referrals as needed.

I honed many of my observation and examination skills (lung sounds, bowel sounds, cranial nerve examinations, orthopedic examinations, etc...) side by side with the ER physicians. I also learned a great deal about formulating diagnoses, common pathological processes and their treatment options. Critical thinking is utilized in the treatment of every patient. It was important to integrate all of the skills I learned in my first year of medical school to effectively manage the patients in our care.

Courses

BCC7160 SURGERY CLERKSHIP;  FSU;  July-September 2004;  8.0 credit hours

My general surgery clerkship challenged my interviewing and critical thinking skills with patients. I was not only interested in addressing the patients' physical illnesses but addressing their biopsychosocial and spiritual aspects as well. It was a challenge to deal with various personalities to elicit the required info in a restricted amount of time, then to integrate the acquired information with the ordered studies to develop a differential diagnosis for their care!

BMS6016 DOCTORING 102;  FSU;  Fall 2002;  6.0 credit hours

This is primarily a small group learning course. Students met for 2-4 hours duration approximately one afternoon a week where we worked on our interviewing skills with standardized patients. Each small group was facilitated by a clinician and a biobehavioral scientist. Another afternoon per week students alternated between their community-based longitudinal clinical experiences and structured learning experiences in the Clinical Learning Center. Through our interactions with standardized patients (in the CLC and Doctoring small group sessions) and with real patients (at our preceptorships), we were challenged to think critically about patient issues. We were not only interested in addressing the physical illness but viewed the patient according to the biopsychosocial-spiritual model.

BMS6017 DOCTORING 103;  FSU;  Spring 2003;  6.0 credit hours

This is primarily a small group learning course. Students met teams for 2-4 hours duration approximately one afternoon a week where we worked on our interviewing skills with standardized patients. Each small group was facilitated by a clinician and a biobehavioral scientist. Another afternoon per week students alternated between their community-based longitudinal clinical experiences and structured learning experiences in the Clinical Learning Center. Through our interactions with standardized patients (in the CLC and Doctoring small group sessions) and with real patients (at our preceptorships), we were challenged to think critically about patient issues. We were not only interested in addressing the physical illness but viewed the patient according to the biopsychosocial-spiritual model.

BMS6115 CLINICAL ANATOMY;  FSU;  Summer 2002;  10.0 credit hours

In this course of Clinical Anatomy, each student in our small group was challenged to use our knowledge of anatomy and physiology in order to understand a pathological condition. We critically analyzed the presented material (usually in the form of a patient case scenario), investigated our resources, developed a hypothesis and used critical reasoning to explain the patient's presentation. Through these exercises I became more proficient in my critical thinking skills and improved on my basic medical knowledge of anatomy, physiology and pathology.

BMS6204 MEDICAL BIOCHEMISTRY;  FSU;  Spring 2003;  3.0 credit hours

Medical Biochemistry was one of the many basic science courses at the FSUCOM that emphasized case-based learning. Our team of 8 students was challenged twice a week with real case scenarios. We worked with a facilitator to uncover the pathological and biological basis for biochemical disorders and we were challenged to think critically about the basis of the disease process in question. Through these exercises I became more proficient in my critical thinking skills and improved my basic medical knowledge of biochemistry.

BMS6301 GENMED MCRBLGY&INFDS;  FSU;  Fall 2003;  3.0 credit hours

In our Microbiology Small Group activities, each student was challenged to use their knowledge of microbiology and physiology in order to understand a given pathological condition. We analyzed the presented material (usually in the form of a patient case scenario), investigated our resources, developed a hypothesis for their illness and used reasoning to explain the patient's presentation. We would then discuss the appropriate diagnosis, treatment options and prognosis for the condition. Through these exercises I became more proficient in my critical thinking skills and improved on my basic medical knowledge of microbiology.

BMS6302 SYS MCRBLGY & INFD;  FSU;  Spring 2004;  2.0 credit hours

I was one of 3 students that collaborated on a Microbiology presentation project exploring Aspergillosis- its etiology, common manifestations, diagnostic methods, treatment options and epidemiology. As a team, we worked together to deliver an effective presentation to our peers that was clear, concise and highlighted the main points of the subject in discussion. Through these exercises I became more proficient in my critical thinking skills and improved my basic medical knowledge of microbiology.

BMS6401 GEN MED PHARMACOLOGY;  FSU;  Fall 2003;  3.0 credit hours

In our Pharmacology Small Group activities, each student was challenged to use their knowledge of physiology in order to understand a given pathological condition. As a team we analyzed the presented material (usually in the form of a patient case scenario), investigated our resources, developed a hypothesis for their illness and used reasoning to explain the patient's presentation. We would then discuss pharmacological treatment options and prognosis for the condition. Through these exercises I became more proficient in my critical thinking skills and improved my basic medical knowledge of pharmacology.

BMS6402 SYS MED PHARMACOLOGY;  FSU;  Spring 2004;  3.0 credit hours

In our Pharmacology Small Group activities, each student was challenged to use their knowledge of physiology in order to understand a given pathological condition. As a team we analyzed the presented material (usually in the form of a patient case scenario), investigated our resources, developed a hypothesis for their illness and used reasoning to explain the patient's presentation. We would then discuss pharmacological treatment options and prognosis for the condition. Through these exercises I became more proficient in my critical thinking skills and improved my basic medical knowledge of pharmacology.

BMS6511 ORGAN PHYSIOLOGY;  FSU;  Spring 2003;  4.0 credit hours

The small group activities in this Physiology course reinforced the material we learned in class. Understanding pathological processes as related to physiological function is paramount for determining effective treatment options. Through these exercises I became more proficient in my critical thinking skills and improved my basic medical knowledge of pathophysiology.

BMS6520 SYSTEMIC PHYSIOLOGY;  FSU;  Spring 2004;  2.0 credit hours

The small group activities in this Physiology course reinforced the material we learned in class. Understanding pathological processes as related to physiological function is paramount for determining effective treatment options. Through these exercises I became more proficient in my critical thinking skills and improved my basic medical knowledge of pathophysiology.

BMS6601 PATHOLOGY & IMMUN;  FSU;  Fall 2003;  4.0 credit hours

In our Pathology Small Group activities, each student was challenged to use their knowledge of physiology and pathological processes in order to understand a disease state. As a team we analyzed the presented material (usually in the form of a patient case scenario), investigated our resources, developed a hypothesis for their illness and used reasoning to explain the patient's presentation. We would then discuss treatment options and prognosis for the condition. Through these exercises I became more proficient in my critical thinking skills and improved on my basic medical knowledge of pathology and immunology.

BMS6602 SYS PATH & LAB MED;  FSU;  Spring 2004;  6.0 credit hours

In our Pathology Small Group activities, each student was challenged to use their knowledge of physiology and pathological processes in order to understand a disease state. As a team we analyzed the presented material (usually in the form of a patient case scenario), investigated our resources, developed a hypothesis for their illness and used reasoning to explain the patient's presentation. We would then discuss treatment options and prognosis for the condition. Through these exercises I became more proficient in my critical thinking skills and improved my basic medical knowledge of pathology.

BMS6706 CLINICL NEUROSCIENCE;  FSU;  Fall 2002;  7.0 credit hours

This Neuroscience class employed case-based learning to supplement lectures. We studied many pathological processes involving the neurological system and began to hone our group participation skills. Our team worked together contributing ideas for the day's case. Through these exercises I became more proficient in my critical thinking skills and improved on my basic medical knowledge of neurology.

BMS6831 DOCTORING 201;  FSU;  Fall 2003;  6.0 credit hours

This is primarily a small group learning course. Students met teams for 2-4 hours duration approximately one afternoon a week where we worked on our interviewing skills with standardized patients. Each small group was facilitated by a clinician and a biobehavioral scientist. Another afternoon per week students alternated between their community-based longitudinal clinical experiences and structured learning experiences in the Clinical Learning Center. Through our interactions with standardized patients (in the CLC and Doctoring small group sessions) and with real patients (at our preceptorships), we were challenged to think critically about patient issues. We were not only interested in addressing the physical illness but viewed the patient according to the biopsychosocial-spiritual model.

BMS6832 DOCTORING 202;  FSU;  Spring 2004;  9.0 credit hours

This is primarily a small group learning course. Students met for 2-4 hours duration approximately one afternoon a week where we worked on our interviewing skills with standardized patients. Each team was facilitated by a clinician and a biobehavioral scientist. Another afternoon per week students alternated between their community-based longitudinal clinical experiences and structured learning experiences in the Clinical Learning Center. Through our interactions with standardized patients (in the CLC and Doctoring small group sessions) and with real patients (at our preceptorships), we were challenged to think critically about the issues that were challenging the patient. We were not only interested in addressing the physical illness but viewed the patient according to the biopsychosocial and spiritual model.

 

Please visit the Artifacts section to view samples of my work related to Critical Thinking skills.