How CRCs and RDCs can use critical thinking

How CRCs and RDCs can use critical thinking skills to get to the bottom of tricky issues. Arianna Jensen, CCRC, MACPR

Interpretations? Thoughts? Ideas?

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. Critical Thinking as Defined by the National Council for Excellence in Critical Thinking, 1987 This was defined and presented by Michael Scriven & Richard Paul, at the 8 th Annual International Conference on Critical Thinking and Education Reform, Summer 1987. § Source: https: //www. criticalthinking. org/pages/defining-critical-thinking/766

Observation Experience Conceptualizing Analyzing Synthesizing Applying Evaluation Information gathered from/by: Reflection Reasoning Communication § In our roles, we will most often be analyzing and applying our communications.

§ Who: ex, Who said it? Is the person who said it important and relevant to the § § § question/statement/situation? What: ex, What were they talking about (specifically)? Was this an opinion or a fact? Was all of the information included? Is it relevant? When: ex, When did they say this? Is timing an element to the situation? Was it before/during/after? Where: ex, Was this by email or phone? Note: documentation is needed for clinical research, so always follow up a phone call with an email. Was there a chance to respond and for all parties to be involved? Why: ex, Was the reasoning behind the request/statement/question given? Why was the information included? If not, why might have information been left out? How: ex, How was the information presented? Was there a tone? Could you understand what was being said or requested? § Source: https: //www. skillsyouneed. com/learn/critical-thinking. html

By using these 6 basic skills and questioning everything we do along the way, we can become more productive, self-sufficient, diligent, and well informed researchers. By disciplining our thought process as we go about our work, we can provide higher quality data, become more efficient in our daily tasks, promote our foundational knowledge of the disease group and department, and activate skepticism to question processes and promote improvement. Picture Source: https: //westsidetoastmasters. com/res ources/thinking_tools/ch 03. html

§ Raises vital questions and problems, formulating them clearly and precisely; § Gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; § Thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and § Communicates effectively with others in figuring out solutions to complex problems. § Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and selfcorrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism. § (Taken from Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008) https: //www. criticalthinking. org/pages/defining-critical- thinking/766

§ What are you aiming to achieve? By applying skepticism, we can take a step back to think about the big picture, and realizing what our end goal is. From there, we can identify the best way to get there. § Can we use the 6 basic skills to have foresight on the situation/question to prepare? § Identify Research Determine Relevance Identify Biases Inference Curiosity § Source: https: //www. skillsyouneed. com/learn/critical-thinking. html and https: //www. rasmussen. edu/student- experience/college-life/critical-thinking-skills-to-master-now/

§ Is it mentioned in a Treating Investigator/PA note? § Does the CRC mention this in their note? § Is the EDC asking a valid query? Is it applicable to the trial arm? (real life example) § Is there mention in email correspondence filed within the chart? § Is there an SOP on the x drive? § Is information saved to the patient’s chart on the shared drive? § Does CTO have a work practice document? § Is there information on the team calendar? § Could information be filed in the physical patient chart?

Self When it is more efficient, the monitor can be contacted after discussing with a team member Team Member PA/PM Monitor or TI/PI • Can I use the 6 basic skills to find the answer I need? • Have I exhausted resources available to me? • Can I work with a team member (even other CTRGs) to find the answer I need? • Have we exhausted all the resources that are available to the team? • Can I work with a PA/PM to find the answer I need? • Have we exhausted all the resources available to the PA/PM and department? • Can I work with my CRA or the Treating/Primary Investigator to find the answer I need? • Have we exhausted all the resources we have access to as a team?

§ Pathology § Where to find documents § Something is from way before our time § We don’t have access to a chart/system § Monitor requests and database queries § Physician requests § How can we work to resolve these issues and keep them from occurring in the future?