http://hdl.handle.net/10174/657 Thu, 30 Jul 2026 20:28:38 GMT 2026-07-30T20:28:38Z http://hdl.handle.net/10174/39561 Title: Advancing Clinical Excellence: Cultivating Critical Thinking and Clinical Reasoning in Medical Education. Authors: Payan-Carreira, Rita Editors: Ye, Jian-Hong; Xu, Chuang; Chai, Jun; Nong, Weiguaju Abstract: Critical thinking (CrT) and clinical reasoning (CR) are crucial skills for medical professionals. They serve as cornerstones for diagnostic excellence and patient safety, while significantly contributing to patients’ sense of well-being. As the healthcare landscape becomes increasingly complex, the ability to think critically and reason clinically has never been more important. This chapter explores the interplay between CrT and CR in medical education, addressing the significant challenges in teaching these complex competencies that extend beyond mere knowledge acquisition. It examines how students must simultaneously master core medical knowledge while developing reasoning abilities in uncertain clinical situations. This narrative review identifies effective educational approaches—including case-based, problem-based, and simulation-based learning—while acknowledging curriculum constraints and assessment difficulties. It highlights how variations in teaching methods and faculty expertise impact learning outcomes, and addresses the gap between classroom instruction and clinical application. The discussion emphasizes the crucial role of faculty development in teaching these competencies effectively, noting how variations in educator expertise significantly impact CR training outcomes. By proposing solutions to face these implementation challenges, this chapter offers recommendations for curriculum revision, enhanced faculty training, and the development of standardized assessment methods. It advocates for fostering a culture of inquiry, reflection, and evidence-based practice throughout medical training, while highlighting the need for future research to develop reliable evaluation tools and quantify the long-term impact of these educational strategies. This exploration provides educators and institutions with insights to cultivate these critical competencies in future medical professionals, ensuring clinical excellence in an evolving healthcare landscape. Tue, 21 Oct 2025 23:00:00 GMT http://hdl.handle.net/10174/39561 2025-10-21T23:00:00Z http://hdl.handle.net/10174/37989 Title: Immunocastration as Welfare Improvement in Outdoor Pig Production Systems Authors: Botelho-Fontela, Sofia; Paixão, Gustavo; Payan-Carreira, Rita; Esteves, Alexandra Editors: Bakker, Jaco; Delagarza, Melissa Abstract: Renowned for their high-quality meat from autochthonous breeds like the Iberian and Bísaro pigs, extensive pig farms prioritize animals’ welfare as a crucial factor in maintaining meat quality. In these systems, pig welfare results from the importance of providing abundant space, allowing for the full expression of the species’ behavior, and proper care. Immunocastration is a tool that might positively contribute to enhancing pig welfare and also provide a practical solution for managing male pig reproduction in extensive production systems. Immunocastration eliminates the need for surgical castration, such as avoiding the need for pain control, reducing potential post-surgical complications, and mitigating stress-related issues. Immunocastrated pigs exhibit improved behavior and feed efficiency. The desirable meat quality attributes of entire males are kept, while avoiding the boar taint issues, enhancing consumer acceptance and marketability. Through the application of immunocastration, extensive pig producers can achieve improved production efficiency and profitability while simultaneously addressing animal welfare concerns and meeting consumer preferences. In addition, immunocastration helps minimize the environmental impact of pig farming by decreasing nutrient runoff and waste pollution, promoting sustainable and ethical farming practices. This chapter intends to discuss the contribution of immunocastration to welfare improvement in non-industrial long-cycle extensive pig systems. Wed, 05 Jun 2024 23:00:00 GMT http://hdl.handle.net/10174/37989 2024-06-05T23:00:00Z http://hdl.handle.net/10174/37950 Title: Training Critical Thinking and Decision-Making Using SWOT Matrices Authors: Payan-Carreira, Rita; Silva, Ruben; Rebelo, Hugo; Sebastião, Luis Editors: Nata, Roberta V. Abstract: The SWOT analysis, originally a strategic planning tool used in business, has been spread into different contexts, namely as a pedagogical approach to inculcate critical thinking skills, enabling individuals to better assess situations and make informed decisions. The SWOT matrix can be a useful tool for training informed decision-making and strengthen students critical thinking skills. Critical thinking skills are crucial for conducting a meaningful SWOT analysis, as it involves analyzing, evaluating, and reasoning logically and objectively without bias or assumptions. By engaging in SWOT analysis, students can improve their critical thinking skills by assessing the current situation, identifying, and challenging assumptions, and exploring different perspectives. Additionally, the process of conducting a SWOT analysis requires individuals to systematically organize information and utilize critical thinking skills, ultimately increasing self-awareness and problem-solving abilities. Therefore, the use of the SWOT analysis is closely associated with the development and application of critical thinking skills in various contexts, including education and decision-making processes. In this chapter, we discuss the challenges and the benefits of using a SWOT matrix framed within a clinical scenario as a pedagogical approach to train clinical reasoning and decision-making in students of a Gynecology and Obstetrics course of the Maters’ Program in Veterinary Medicine (University of Évora) and to explore the students’ perceived benefits and constraints in the use of this learning strategy Tue, 23 Jul 2024 23:00:00 GMT http://hdl.handle.net/10174/37950 2024-07-23T23:00:00Z http://hdl.handle.net/10174/37947 Title: Changes in critical thinking using a blended curriculum in a veterinary gynecology and obstetrics course Authors: Payan-Carreira, Rita; Sacau, Ana; Silva, Ruben; Rebelo, Hugo; Sebastião, Luis Editors: Nata, Roberta V. Abstract: The Think4Jobs Project aimed to integrate critical thinking (CT) into apprenticeships and courses, focusing on assessing changes in CT skills and dispositions. In the second term of the 2022/23 academic year, in the Gynecology, Andrology, and Obstetrics course within the Veterinary Medicine Master’s Programme at the University of Évora, a CT blended curriculum was developed, engrained in case-based strategies adopting an approach resembling the “think aloud” to support students’ clinical reasoning. This involved three distinct case-based activities requiring students to analyze clinical scenarios, navigate the diagnostic process, weigh hypotheses, determine a diagnosis, plan therapeutic approaches, anticipate responses, and plan follow-up procedures. This chapter presents the differences (gains or losses) in CT skills and dispositions resulting from the strategy. To assess changes, students were requested to complete pre-test and post-test questionnaires combining the short-form of the Critical Thinking Self-Assessment Scale (CTSAS-SF) for skills and the Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS) for dispositions. The questionnaires demonstrated strong internal consistency (Cronbach’s alpha of .969 for CTSAS-SF and .842 for SENCTDS). A paired t-test compared the two questionnaires’ scores, with 22 of the 41 (53.7%) enrolled students completing both questionnaires, four males (18.2%), and 18 females (81.8%); students had an average age of 22 years (SD=1.63; age range=21-27). Analysis revealed a significant positive impact on the integrated CT skills score (p = 0.019), particularly in Evaluation, Inference, and Explanation. While there were no significant changes in the integrated CT dispositions or most dimensions (Reflection, Attentiveness, Open-mindedness, Organization, and Intrinsic Goal Motivation), a significant and moderately sized gain was found in Perseverance (p=0.028; Cohen’s d = 0.502). These findings underscore the efficacy of the implemented strategies in enhancing specific facets of CT skills, emphasizing the potential for targeted interventions to foster the development of critical thinking among students. Tue, 23 Jul 2024 23:00:00 GMT http://hdl.handle.net/10174/37947 2024-07-23T23:00:00Z