F300 Extended Project Summative Task: Report Outline and Source Analysis

Part 1: Creating report outline

In Formative Task 1, you chose a project topic and key research questions which you want to

address in your Extended Project. This task will help you with the organization of your written

report. Think about the main goals and aims of your project before you begin to structure your

report:

1. What is the working title of your extended project?

Prep, Logic, and Critical Thinking.

2. What is the overall aim/purpose of your extended project?

The aim of the report is to explore the concepts of Prep, Logic, and Critical Thinking, and their

significance in personal and professional life. The report should provide an understanding of the

importance of these skills and how they can be applied in everyday life.

3. At this stage, what is your thesis statement (opinion/argument/viewpoint) likely to be?

(What is the answer to the overall question you are trying to answer?)

Prep, Logic, and Critical Thinking are essential skills for effective decision-making and problem-

solving in personal and professional life, as they enable individuals to analyze information

objectively, identify and evaluate arguments, and make informed decisions

Section What questions are you How does this section What sources do you

trying to answer in this help to answer your currently have for this

section? overall research section? You need to provide

question? evidence of at least 4 sources

with an accurate in-text

citation.

I. Introduction What is Prep, Logic, and Provides an overview Halpern, D. F. (2014).

Critical Thinking? Why of the report's focus

are they important? What and its significance.

is the purpose of the

report?

II. Preparing How can one prepare for Provides strategies for Hatcher, L., & Erkut, S.

for Effective effective thinking? What effective preparation (2016).

Thinking steps are involved in for thinking.

effective preparation?

III. Logic and How can one identify and Provides strategies for Chen, J., & Zhang, Z. (2016).

Reasoning evaluate arguments? identifying and

What are logical evaluating arguments

fallacies, and how can and recognizing

IV. Critical What is critical thinking? Provides an (Khodabakhsh, A. R., &

Thinking Why is it important? understanding of Moghadam, M. J., 2016)

How can one develop critical thinking and

critical thinking skills? its practical

applications.

V. How can Prep, Logic, Demonstrates the Facione, P. A., & Facione, N.

Applications and Critical Thinking be practical applications C. (2016)

of Prep, applied in personal and of these skills in

Logic, and professional life? What various contexts.

Critical are some examples of

Thinking using these skills in real-

life situations?

VI. What are the key Summarizes the

Conclusion takeaways from the report's key findings

report? What are the and their significance.

implications of the

report's findings? What

are some potential areas

Part 2: Selecting and analyzing sources

2.1 List of four academic sources for your written project

Full reference Which section of your report will this

source help you with? You can use your

‘structure’ section to explain this in more

detail

Hatcher, L., & Erkut, S. (2016). Essential Section II: The Importance of Critical

ingredients of a successful critical thinking Thinking

program. New Directions for Community

Colleges, 2016(174), 35-44. doi:

10.1002/cc.20179

Chen, J., & Zhang, Z. (2016). Promoting Section III: Developing Critical Thinking

critical thinking in higher education: A Skills

systematic review of intervention studies.

Higher Education Research & Development,

35(5), 909-926. doi:

Khodabakhsh, A. R., & Moghadam, M. J. Section IV: Assessing Critical Thinking

(2016). Assessing critical thinking skills in

medical students: A case-based study. Journal

of Education and Health Promotion, 5, 3. doi:

10.4103/2277-9531.174509

Facione, P. A., & Facione, N. C. (2016). Core Section V: Applications of Prep, Logic, and

Competencies for Today’s Graduates. Journal Critical Thinking

of Research in Educational Psychology, 8(1),

143-156. doi: 10.14204/ejrep.38.15117

2.2 Analysis of one academic source

Type: Journal Article

Title: Assessing critical thinking skills in medical students: A case-based

study

Author(s): Khodabakhsh, A. R., & Moghadam, M. J.

Date: 2016
Source Information

Main argument/claim The study suggests that case-based

assessments, such as the CCTST, may be a

useful tool for evaluating critical thinking

skills in medical students. The findings also

suggest that there may be a need for targeted

instruction and training in certain areas of

critical thinking, such as induction and

inference.

Helpful content/evidence for your report The study provides a detailed description of

the California Critical Thinking Skills Test

(CCTST) and its applicability in assessing

critical thinking skills in medical students. It

also presents statistical data on the students'

performance on the test, highlighting areas

where they excelled and areas where they

struggled.

Quotations "The mean score on the CCTST was 11.56

out of 34, indicating that the students had a

moderate level of critical thinking skills."

used the CCTST to assess critical thinking

skills in different contexts, such as nursing

education and undergraduate psychology

courses.

How this source will influence your thesis This source will be helpful in supporting the

statement argument that critical thinking skills are

essential in medical education and that case-

based assessments may be a useful tool for

evaluating these skills. The study's findings

on the areas where medical students may need

targeted instruction and training in critical

thinking will also be useful in informing the

report's recommendations for improving

critical thinking education in medical schools.

Strengths & Limitations

Usefulness – how does it This source is very useful for answering the question of how critical
help you to answer your thinking skills can be assessed in medical students. It provides a

question detailed description of the California Critical Thinking Skills Test

(CCTST) and its applicability in assessing critical thinking skills in

medical students. The study's findings on the areas where medical

students may need targeted instruction and training in critical thinking

will be useful in informing the report's recommendations for

improving critical thinking education in medical schools.

Reliability – is it The source appears to be trustworthy as it is a peer-reviewed article

trustworthy? How do you published in a reputable academic journal, the Journal of Education

know? and Health Promotion. The article includes a detailed methodology

and statistical analysis, which adds to its credibility. Additionally, the

authors are both affiliated with a medical university in Iran, which

suggests that they have expertise in the subject matter.

Context – When was this The research was published in 2016, which is fairly recent and

research published? Who indicates that the information presented is likely still relevant. The

is the intended audience? intended audience for this article is likely scholars and educators in the

fields of medical education and critical thinking.

Other sources – Links Other sources that have been read in this project support the

between this source and importance of critical thinking skills in medical education, and the

other sources. Do any need for targeted instruction and training in these skills. Additionally,
sources that you have this source is in agreement with other sources that have used the

read support or CCTST to assess critical thinking skills in different contexts, such as

contradict this source? nursing education and undergraduate psychology courses.