Juan Esteban Background information

Article 1
Research question:
Investigate how much value college enrolment adds to students' critical thinking, problem-
solving and communication skills and the role college inputs play in developing these
competencies.
Title of article:
Do Colleges Cultivate Critical Thinking, Problem Solving, Writing and Interpersonal Skills?
Publication: Elsevier
Author(s): Saavedra, Anna Rosefsky; Saavedra, Juan Esteban
Background information:
In spite of the growing worldwide demand for the important skills, however, employers
repeatedly assert that several new graduates they appoint are not willing to work and lack the
critical thinking, writing and problem solving abilities required within present day’s
workplace.
Aim and scope:
To examine the level to which colleges cultivate critical thinking, problem solving, writing
and interpersonal skills.
Method + Participants:
The study makes use of data and facts from a 2009 collegiate evaluation pilot research study
within Colombia.
Findings:
Comparative to observationally alike first year students, students pursuing their final year of
college score around half of a standard deviation greater, with statistically noteworthy greater
scores on each test component.

Discussion/conclusions:
Sensitivity analyses highlight that the research results are sound for validity threats posed
through selection predisposition. Students within private colleges display considerably
greater overall test score disparities.
Limitations:
Measures of college quality like selectivity, rankings grounded upon standing, share of
faculty with PhD, share of full-time faculty as well as expenditures per student, nevertheless,
aren’t meaningfully related to greater test score variances amid last and foremost year
students.
How does this connect to MY literature review?
It adds to my present literature review by providing resourceful information about the value
college enrolment adds to students' critical thinking, problem-solving and communication
skills and the role college inputs play in developing these competencies.
Article 2
Research question:
Describe the development and implementation of a pilot educational teaching/learning
simulation exercise designed to promote teamwork and collaboration between medical
students and nursing students.
Title of article:
Developing inter-professional communication skills
Publication: Elsevier
Author(s): Janet Wagner, Beth Liston and Jackie Miller
Background information:

Inter-professional collaboration is considered as being an important aspect to patient security
as well as health profession education.
Aim and scope:
Develop an educational pilot utilizing a standardized patient simulation to teach inter-
professional communication and teamwork to medical and nursing students
Method + Participants:
Ten teams of students including a senior nursing student, 4th year medical student as well as a
family member of the patient (represented through some standardized actress) took part
within a simulated situation including end-of-life decision forming for a highly ill patient.
Findings:
This pilot simulation proved to be efficient and well-received educational intervention.
Discussion/conclusions:
This is a starting stage towards the advancement of a culture, which nurtures inter-
professional teamwork all through the health care.
Limitations:
The research did not have any such limitation.
How does this connect to MY literature review?
It adds to my present information by throwing light upon how inter-professional collaboration
is important aspect to patient security as well as health profession education.
Article 3
Research question:

Develop an educational pilot utilizing a standardized patient simulation to teach inter-
professional communication and teamwork to medical and nursing students
Title of article:
A Curricular Innovation to Promote Inter-professional Collaboration
Publication: Elsevier
Author(s): Beth W. Liston, Janet Wagner & Jackie Miller
Background information:
Inter-professional teamwork is an important trait within health professions education that
enhances patient care.
Aim and scope:
Develop an educational pilot utilizing a standardized patient simulation to teach inter-
professional communication and teamwork to medical and nursing students.
Method + Participants:
Ten teams of students including a senior nursing student, 4th year medical student as well as a
family member of the patient (represented through some standardized actress) took part
within a simulated situation including end-of-life decision forming for a highly ill patient.
Findings:
This pilot simulation proved to be efficient and well-received educational intervention.
Discussion/conclusions:
Simulation is a useful approach for teaching inter-professional teamwork along with
communication to nursing students and medical students.
Limitations:
The research did not have any such limitation.