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Use of Films to Teach Critical Thinking

Sally Weerts, PhD, RD, University of North Florida, Department of Public Health, 4567 St. Johns Bluff Rd S, Jacksonville, FL 32224;Tel: (904) 6201433; Fax: (904) 620-2848; E-mail: sweerts@unf.edu (J Nutr Educ Behav. 2005;37:100-101.) (1) fostering independent thinking; (2) seeing the other side; (3) clarifying issues; (4) gaining authoritative knowledge, such as accessing the professional press, the Internet, or expert interviews; and (5) resolving problems by thinking in a dialogue with others.1 Students learn that the key steps in the process are deliberating on their own answers, listening and hearing as others discuss their opinion, and reflecting on the combined thinking as the group members establish a nal answer.The group process has worked when members enlarge and enhance their thinking through the process of critically, closely, and carefully examining others views, especially those supported by authorities in the eld. Next, groups are provided with questions to answer. Each question is drawn from some element of the lm yet requires thinking on a deeper or broader level beyond the lm. Among the questions for Hidden In America, produced in 1996, are 1. There are limited resources in the nation. How should these resources be used toward improving or preventing hunger and food insecurity in the nation? 2. Who is most at risk for hunger, food, and money insecurity? Why? 3. What limitations exist in people that lead to problems of this nature? What solutions exist in the nation for people with these limitations? What role should individuals and others play in helping solve problems of this nature? 4. What should be the role of nutritionists and dietitians in the United States related to hunger, food insecurity, and the limitations within population groups that may lead to these conditions? 5. What are the community services that combat food insecurity in your community? Do the services appear to be adequate? What are the data to support your point of view? Among the questions for Lorenzos Oil, produced in 1992, are 1. Define successful prevention or treatment of a nutrition-related disease. 2. In an era of limited resources, should money be allocated for research of problems that affect small numbers of people? 3. In your opinion, how should medicine, support groups, research, and families interact? 4. What is alternative medicine, and what is its role in nutrition-related diseases? 5. What is meant by science is in the service of humankind? How does that statement differ from Lorenzos mothers statement that our children are in the service of medical science? 6. What is the role of animal research toward investigating or resolving medical problems encountered by humans? CTGPs could work with other lms, available at national video chains, such as Shallow Hal, about perceptions of obesity, or A Trip to Bountiful, about family relationships with the elderly. EVALUATION OF CTGPS Asking questions is also valuable toward evaluating the projects. For example, asking Does your answer deal with the complexities of this question? or Have you dealt with the most signicant parts of this question? can help students evaluate their thinking progress. Conversely, You clearly demonstrated that this problem is complex by dening it in more than one way or It is apparent that you challenged yourselves to identify relevant evidence can help students see where they have successfully implemented the critical thinking process. Quantitative evaluation also occurs. Both the students and the instructor complete a Likert scale (1 to 4) to rate the quality of critical thinking for the following criteria: (a) accuracy and relevance of supporting documentation, (b) credibility of authoritative knowledge, (c) depth and breadth of thought, and (d) clarity and soundness of responses. In my experience, the student and instructor ratings are typically very similar; a 12 of 16 (75%) or better from the instructor provides evidence of strong critical thinking. EVIDENCE OF USEFULNESS Before designing CTGPs, I had no formal method for teaching critical thinking to university nutrition and dietetics students. A literature search conrmed a lack of published methods for teaching critical thinking and provided evidence for the usefulness of CTGPs.

INTRODUCTION Critical Thinking Group Projects (CTGPs) are designed to better teach critical thinking skills across the curriculum through the use of lms.The objectives are to (1) teach and provide practice using a systematic process for critical thinking in groups; (2) create understanding of the complexities of and difculties in resolving global problems; (3) locate, evaluate, and incorporate authoritative knowledge as evidence; and (4) seek to communicate ones own and learn others points of view. According to Paul and Elder, critical thinking skills are needed in both our professional and personal lives.1 In this assignment, students work in small groups to reect on and practice communicating their own point of view while listening to others points of view. Working in groups may also reduce the stress of answering difficult questions alone while producing better solutions together.2 CTGPs teach a systematic process for critical thinking in context with full-length lms featuring real-world problems. DESCRIPTION OF CTGPS Two films that provide the context for thinking critically about real-world problems are Hidden In America ,* about a familys struggle with hunger, and Lorenzos Oil, about a familys struggle with adrenoleukodystrophy. The approximately 11/2 - to 2-hour films are viewed in relevant university courses, such as community nutrition or advanced nutrition. Groups of 3 are formed to work independently outside the classroom to complete the assignment. First, students are taught a systematic process for critical thinking, including
*This film is available from End Hunger Now at (310) 454-3716 or staff@endhunger.com. Lorenzos Oil is available for rent from national video chains or for sale from video clubs.

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Learning about solutions to global problems did not lend itself to traditional examinations for which some or all students would memorize answers.2 Further, entertainment media are recognized as being helpful in promoting health knowledge and behavior, especially when the target audience assesses the information as useful.3 CTGPs teach that solutions to global problems are open-ended, with no right or wrong and no single correct answer, and they assist in transfer-

ring material from the classroom to the real world.4 CTGPs link the need for and teaching of critical thinking skills with the desired outcome for improved knowledge in the content area. REFERENCES 1. Paul RW, Elder L. Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life. Upper Saddle River, NJ: Financial Times Prentice Hall; 2002.

2. Hager P, Sleet R, Logan P, Hooper M.Teaching critical thinking in undergraduate science courses. Sci Educ. 2003;12:303-313. 3. Perse EM, Nathanson AI, McLeod DM. Effects of spokesperson sex, public announcement appeal, and involvement in safe-sex PSAs. Health Communication. 1996;8:171-189. 4. Jones EA. Curriculum reform in the professions: preparing students for a changing world. ERIC Digest EDO-HE-2002-08. 2002:1-4.

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