![]() Radiographers' practice is concerned with purposeful, goal-oriented thinking whereby they are thinking about how to go about doing something and to make a decision that will yield the best outcome for patients. ![]() In other words, the skills required for autonomous practice are higher- order thinking skills 1 synonymous with the skills of analysis, evaluation, and synthesis. 6 Only then will the information be transformed into useable knowledge. If radiographers are to deal effectively with complex change as seen in dynamics within the profession today, especially in advances in the use of artificial intelligence (AI), then their ability to think and reason needs to be highly developed.5, 6, 7 As radiography is a specific subject area, for critical thinking to take place a radiographer must have knowledge and comprehension of specific subject area and must possess the ability to analyse, synthesise and evaluate the information by using reason to make a judgment that will result in a decision about what action needs to be taken as a result. In that brief encounter, they are required to examine a patient whilst using their effective interpersonal and highly developed communication skills to establish rapport and provide the psychosocial care that eases the anxiety in the often acutely ill patient. The unique and somewhat unusual aspect of radiographers' practice is that they have limited, often short amounts of time with a patient. 4 Radiographers also act as advocates for their patients. Key aspects of a radiographer's role involve teamwork, managing complex interpersonal dynamics and, making autonomous decisions. In their daily role, radiographers have to pay careful attention to justifying the need for a radiographic examination with a particular focus on the required clinical information and the feasibility of the examination in relation to a patient's condition at the time. The QCHE sets out a national expectation for the HEI to enhance students' “capacity for analytical, critical and creative thinking”. The UK Quality Code for Higher Education 3 (QCHE) states that it is the responsibility of the HEI to produce graduates who possess the skills required to enable the development into autonomous practitioners. ![]() ![]() 1, 2 Simple online searches on critical thinking yield information which indicates that developing critical thinking skills in students is a key pedagogical aim of higher education institutions (HEI) today. Analysis, evaluation and, synthesis are regarded as higher-order thinking skills synonymous with critical thinking skills. Students in higher education today are expected to both ‘critically analyse’ and ‘critically evaluate’ information particularly with respect to written assignments at university. ![]()
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