Research b.)

Analyze empirical data to support the theories of effective teaching, adult learning, and interdisciplinary collaboration.

Artifact Reflection:

Reflection Paper - Critical Thinking/HPTT 822 Cognitive Psychology Applied to Health Professions Education

This paper challenged me to identify a critical thinking framework discussed in class that I believed would be effective for the learners I teach. I chose to explore Abductive Reasoning and how it could serve as a useful framework for developing clinical reasoning and critical thinking skills in cardiac sonography students. I found this topic particularly engaging because abductive reasoning is often associated with data-driven analysis, yet it also translates well into teaching strategies that encourage students to think more deeply about clinical problems.

Through this assignment, I learned that abductive reasoning follows a structured process that includes observation, hypothesis formation, abductive validation, and ongoing iteration. In the context of ultrasound education, these steps closely mirror how clinicians approach patient care. When students encounter a pathology on an ultrasound image, they must observe what they see, develop possible explanations for the findings, and then refine those ideas based on additional clinical information.

I applied this concept to the way ultrasound students study pathology by encouraging them to generate hypotheses about why a specific condition may have developed using their existing knowledge of anatomy, physiology, and disease processes. This approach not only encourages deeper engagement with the material but also allows instructors to gauge what students already understand and where additional instruction may be needed.

To reinforce this learning process, I would incorporate a combination of low-stakes formative assessments and end-of-course summative assessments. These assessments help guide students in applying their knowledge to real clinical scenarios and support decision-making that mirrors real patient care situations. Compared to more traditional teaching methods—such as rote memorization—this framework encourages students to understand the “why” behind what they are learning. As a result, students develop stronger critical thinking skills, improved recall, and greater confidence when applying their knowledge in both the classroom and the clinical environment.

Artifact Reflection:

Final Project, Grant Proposal/HPTT 822 Cognitive Psychology Applied to Health Professions Education

For the final project in my cognitive psychology course, I was asked to select a concept discussed in class and develop an educational scholarship activity centered around it. I chose to focus on Cognitive Load Theory, specifically examining the challenges of cognitive overload for ultrasound students during clinical training. My project was structured as a grant-style research proposal that explored the use of simulation training as a strategy to help reduce cognitive overload while students develop scanning skills. Similar to other research assignments I completed in the program, the paper included key elements such as a needs analysis, literature review, research questions, methodology, and required resources to fully examine the topic.

This artifact was selected because it demonstrates my ability to research theories of effective teaching and evaluate evidence that supports their application in health professions education. Throughout the research process, I discovered that numerous studies show simulation training can significantly improve the transfer of clinical skills from the training environment to real patient care settings. This finding resonated strongly with my experience in sonography education.

Currently, our training model relies heavily on sending students to clinical sites with somewhat limited lab-based practice due to equipment and resource constraints. As a result, students are sometimes placed in real patient situations before they feel fully confident in their scanning abilities. This can lead to cognitive overload as they attempt to manage patient interaction, technical scanning skills, and clinical decision-making all at once.

Looking ahead, I hope there will be opportunities to expand the use of simulation in our program, particularly through high-fidelity mannequins and controlled training environments. Simulation-based learning could allow students to build competence and confidence in their skills before transitioning into real clinical settings, ultimately improving both learning outcomes and patient care.