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Critical Thinking in Public Health: an Exploration of Skills Used by Public Health Practitioners and Taught by Instructors Georgia State University ScholarWorks @ Georgia State University Communication Sciences and Disorders Department of Communication Sciences and Dissertations Disorders Fall 12-18-2014 Critical Thinking in Public Health: An Exploration of Skills Used by Public Health Practitioners and Taught by Instructors Martha Elizabeth Alexander Follow this and additional works at: https://scholarworks.gsu.edu/epse_diss Recommended Citation Alexander, Martha Elizabeth, "Critical Thinking in Public Health: An Exploration of Skills Used by Public Health Practitioners and Taught by Instructors." Dissertation, Georgia State University, 2014. https://scholarworks.gsu.edu/epse_diss/101 This Dissertation is brought to you for free and open access by the Department of Communication Sciences and Disorders at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Communication Sciences and Disorders Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. iii ACCEPTANCE This dissertation, CRITICAL THINKING IN PUBLIC HEALTH: AN EXPLORATION OF SKILLS USED BY PRACTITIONERS AND TAUGHT BY INSTRUCTORS, by MARTHA ELIZABETH ALEXANDER, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the re- quirements for the degree, Doctor of Philosophy, in the College of Education, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representa- tives of the faculty, certify that this dissertation has met all standards of excellence and scholar- ship as determined by the faculty. The Dean of the College of Education concurs. _________________________________ _________________________________ Nannette Commander, Ph.D. Jodi Kaufmann, Ph.D. Committee Co-Chair Committee Co-Chair ______________________________ ______________________________ Daphne Greenberg, Ph.D. Ann Cale Kruger, Ph.D. Committee Member Committee Member ______________________________ Date ______________________________ Laura D. Fredrick, Ph.D. Chairperson, Department of Educational Psychology, Special Education, and Communication Disorders ______________________________ Paul A. Alberto, Ph.D. Dean College of Education iii AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education’s Di- rector of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. Martha Elizabeth Alexander iii NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Martha Elizabeth Alexander Department of Educational Psychology, Special Education and Communication Disorders College of Education Georgia State University Atlanta, GA 30303 The directors of this dissertation are: Nannette Commander, Ph.D. Department of Educational Psychology, Special Education and Communication Disorders College of Education Georgia State University Atlanta, GA 30303 Jodi Kaufmann, Ph.D. Department of Educational Policy Studies College of Education Georgia State University Atlanta, GA 30303 iii CURRICULUM VITAE Martha Elizabeth Alexander ADDRESS: College of Education Georgia State University Atlanta, GA 30303 EDUCATION: Ph.D. 2014 Georgia State University Educational Psychology M.P.H. 1986 Emory University Health Education/ Administration M.A. 1979 University of Tennessee Speech-Language Pathology B.A. 1978 University of Kentucky Speech & Hearing PROFSIONAL EXPERIENCE: 1997-present Workforce & Career Develop- ment Specialist (2010- present) Health Education Specialist (1997-2010 ) Public Health Analyst (1997) Centers for Disease Control and Prevention (CDC), Atlanta, GA 1998 – Present Visiting Instructor, Rollins School of Public Health, Emory University, Atlanta, GA 1992-1997 Senior Associate Faculty Emory University, Atlanta, GA 1991-1992 Speech-Language Pathologist, Nova Care, Atlanta, GA 1986-1991 Director of Educational Field Studies, Director of Student Af- fairs, Rollins School of Public Health, Emory University 1980-1985 Speech-Language Pathologist Various positions iii PUBLICATIONS: Alexander, M.E., Commander, N., Greenberg, D., & Ward, T. (2010). Using the four-questions technique to enhance critical thinking in online discussions. Journal of Online Learning and Teaching, 6(1). Available online: http://jolt.merlot.org/ Boyle, C. & Alexander, M. E. (2005). Public health research at the CDC: Implications for com- munication sciences and disorders. Journal of Communication Disorders, 38(4), 263-270. Sharpe, T., Alexander, M. E., Hutcherson, J., Floyd, R.L., Brimacombe, M., Levine, R., Mengel, M., & Stuber, M . (2004). Physician and allied health professionals' training and fetal alcohol syndrome. Journal of Women's Health, 13(2), 133-139. PRESENTATIONS: Taylor, M., Alexander, M.E. (2010, March). Social Marketing for Maternal and Child Health: Identifying and Understanding Your Target Audience. Workshop at the Association of Maternal and Child Health Programs Annual Conference, Washington, DC. Alexander, M.E., Commander, N., Greenberg, D. (2010, February). Using the Four-Questions Technique to Enhance Critical Thinking in Online Discussions. Oral presentation at the Eastern Evaluation Research Association Conference, Savannah, GA. Nalty, L, Peacock, G., Alexander, M.E. (2009, November). Facilitating Earlier Identification of Autism Spectrum Disorders: Role of Speech-Language Pathologists. Oral Presentation at Ameri- can Speech-Language-Hearing Association Annual Conference, New Orleans, LA. Alexander, M.E., Mann, T., Riddle, I. (2009, November). Health Literacy: Overcoming Barriers and Discovering Opportunities. Workshop at Association of University Centers on Disabilities (AUCD) Annual Conference, Washington, DC Alexander M.E. (2009, October). Developing Patient Education Materials. Physician Assistant Program, School of Medicine, Emory University, Atlanta, GA. Alexander M.E (2007, April). Autism: What Every Otolaryngologist Needs to Know, Combined Otolaryngology Spring Meeting, San Diego. Alexander M.E (2004, July). Adult Education and Facilitating Groups, Train the Trainers Course. 2004 Epidemic Intelligence Service (EIS) Summer Course. Alexander M.E (2003, July). Adult Education and Facilitating Groups, Train the Trainers Course. 2003 Epidemic Intelligence Service (EIS) Summer Course, CDC. PROFESSIONAL SOCIETIES AND ORGANIZATIONS 1979 American Speech-Language Association 2013 American Society for Training & Development 2014 American Educational Research Association iii CRITICAL THINKING IN PUBLIC HEALTH: AN EXPLORATION OF SKILLS USED BY PRACTITIONERS AND TAUGHT BY INSTRUCTORS by MARTHA ELIZABETH ALEXANDER Under the Direction of Nannette Commander and Jodi Kaufmann ABSTRACT Critical thinking is crucial in public health due to the increasingly complex challenges faced by this field, including disease prevention, illness management, economic forces, and changes in the health system. Although there is a lack of consensus about how practitioners and educators view critical thinking, such skills are essential to the functions of applying theories and scientific re- search to public health interventions (Rabinowitz, 2012). The purpose of this research was to examine the relationship between critical thinking skills used by public health practitioners and critical thinking skills taught to graduate students in schools/programs of public health. Through interviews with public health practitioners and instructors twelve distinct critical thinking skills were identified. Findings of this study indicate that many critical thinking skills used by practi- tioners are aligned with those taught in courses, such as analysis, identification and assessment of a problem, information seeking, questioning, and reflection. This study also identified conceptu- iii alizing, evaluating, interpreting, predicting, reasoning, and synthesizing as critical thinking skills that may not be receiving the explicit attention deserved in both the workplace and the class- room. A high percentage of practitioners identified explaining as a critical thinking skill often used in the field, while few instructors reported teaching this skill. The results of this study have important implications for informing public health curricula and workforce development pro- grams about critical thinking. Further, this research serves as a model for other professions to explore the relationship between critical thinking skills used by practitioners and those taught in higher education. INDEX WORDS: Critical thinking, Public health academia, Public health workforce, Public health instruction iii CRITICAL THINKING IN PUBLIC HEALTH: AN EXPLORATION OF SKILLS USED BY PRACTITIONERS
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