Discussion: Arguments & Explanations
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Read/review the following resources for this activity:
Textbook: Chapter 1, 2
Minimum of 1 scholarly source
Initial Post Instructions
Chapter 1 shows a model of Bloom’s taxonomy – they are the steps to mastery of any learning endeavor and the basic components of critical reasoning. They have recently been simplified and reordered as follows:
Beyond remembering – after all, when the surgeon asks for a Satinsky, you don’t want to have to look it up on your Smartphone – how do you think Bloom’s steps will apply to you as you pursue your career in the healthcare professions? Answer this question with an argument or an explanation.
Next, practice your analytical skills by examining why it is important for a healthcare professional to be able to distinguish between arguments and explanations.
Suppose you see a set of symptoms in a patient or a need for resource allocation. Do you want to explain the reason for their appearance of symptoms or the need for the resource, or must you argue your case? For this, you will need to know, and explain in your post, what makes a set of claims an argument or an explanation (Chapter 2).
Discussion Post: Bloom’s Taxonomy, Arguments, and Explanations
The application of Bloom’s taxonomy throughout my healthcare career will be reflected in my ability to understand substantial and vital content, apply it in a practical basis, and use the acquired knowledge to create new concepts. Throughout the whole course, an imperative element will be recalling all the key concepts that I have learned and understood. This will involve translating the ideas in different formats and explaining the grasped concepts as they relate to the situation (Adams, 2015). For instance, in a practical situation, examining the symptoms to come up with the primary and differential diagnosis will be aided by applying the comprehensive head to toe examination knowledge and referring to the different diseases and their signs. Besides evaluating the materials for their value and purpose, I will synthesize the ideas and combine them to form a new whole. For instance, after grasping several concepts, I will establish a healthcare problem and develop a new idea for solving the challenge.
Arguments and Explanations
An argument is described as a rationale where the reason functions as evidence to a particular conclusion while the explanation is the rationale where a conclusion represents a fact, and its cause is described as the reason. In situations where there are particular symptoms or a need for allocating a resource, the best approach for the symptoms is to explain the reason for selecting a disease while presenting arguments regarding a need would suffice resource allocation. The selection of these approaches is based on the foundations for an argument or explanation. In an argument, the rationale is the evidence for making one to believe a conclusion (Jackson & Newberry, 2016). Presenting facts and an argument is aimed at convincing the other person that there is a need which requires resources. Notably, the person has to concur with the argument. For the explanation, the reason for a particular fact is presented for drawing conclusions. In the symptoms issue, an explanation would suffice since other aspects such as pathophysiology of the selected condition and the associated signs are considered.
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152.
Jackson, D., & Newberry, P. (2016). Critical thinking: A user’s manual (2nd ed.). Boston, MA: Wadsworth Cengage Learning.