Scientific Thinking PDF

Dr. Walid Saber Hussain Scientific Thinking Thinking Refers to the mental processes involved in understanding, reasoning, problem- solving, and decision-making.  Thinking It encompasses a range of cognitive activities, including: 1. Perception: Interpreting sensory informati...

Dr. Walid Saber Hussain Scientific Thinking Thinking Refers to the mental processes involved in understanding, reasoning, problem- solving, and decision-making.  Thinking It encompasses a range of cognitive activities, including: 1. Perception: Interpreting sensory information. 2. Memory: Storing and recalling information. 3. Reasoning: Drawing conclusions based on evidence or logic. 4. Problem-Solving: Identifying solutions to specific challenges. 5. Decision-Making: Choosing between different options based on analysis and judgment. 6. Creativity: Generating new ideas or concepts  Thinking Thinking can be influenced by emotions, experiences, and external factors, and it can vary in complexity from simple, everyday decisions to complex analytical tasks. It is a fundamental aspect of human cognition and plays a crucial role in how we interact with the world around us. Types Thinking  1. Critical Thinking - Definition: The ability to analyze information objectively and evaluate arguments. - Characteristics: Involves questioning assumptions, recognizing biases, and assessing evidence. - Application: Used in decision-making, problem-solving, and evaluating research.  2. Creative Thinking - Definition: The ability to generate new ideas and think outside the box. - Characteristics: Involves imagination, innovation, and flexibility in thought processes. - Application: Useful in brainstorming sessions, artistic endeavors, and developing novel solutions.  3. Analytical Thinking - Definition: The ability to break down complex information into smaller parts for better understanding. - Characteristics: Focuses on logic, data analysis, and systematic problem-solving. - Application: Common in scientific research, data interpretation, and strategic planning.  4. Reflective Thinking - Definition: The process of contemplating past experiences to improve future actions. - Characteristics: Involves self-assessment, introspection, and learning from mistakes. - Application: Important in personal development, education, and professional growth. 5. Logical Thinking - Definition: Reasoning based on structured principles and rules. - Characteristics: Follows a clear sequence of ideas, often using deductive or inductive reasoning. - Application: Common in mathematics, programming, and formal argumentation. 6. Strategic Thinking - Definition: The ability to plan for the future by considering long-term goals and implications. - Characteristics: Involves foresight, planning, and resource allocation. - Application: Used in business planning, project management, and policy development.  7. Systems Thinking - Definition: Understanding how different parts of a system interact and influence one another. - Characteristics: Focuses on relationships, patterns, and the bigger picture. - Application: Useful in environmental studies, organizational management, and engineering.  8. Intuitive Thinking - Definition: Making decisions based on gut feelings or instincts rather than analytical reasoning. - Characteristics: Fast and often subconscious; relies on experience and emotional responses. - Application: Common in high-pressure situations where quick decisions are needed.  9. Collaborative Thinking - Definition: Engaging with others to generate ideas and solutions collectively. - Characteristics: Emphasizes communication, teamwork, and shared perspectives. - Application: Important in group projects, team-based environments, and community initiatives.  10. Design Thinking - Definition: A user-centered approach to problem-solving that emphasizes empathy and iteration. - Characteristics: Involves understanding user needs, prototyping, and testing solutions. - Application: Widely used in product development, UX design, and innovation processes. 11. Scientific Thinking - Definition: A systematic approach to understanding the natural world through observation, experimentation, and reasoning.  11. Scientific Thinking Characteristics: - Empirical Evidence: Relies on observable and measurable evidence. - Hypothesis Formation: Involves making predictions based on existing knowledge and theories. - Experimentation: Tests hypotheses through controlled experiments to gather data. - Critical Evaluation: Analyzes results to draw conclusions, considering alternative explanations. - Reproducibility: Emphasizes that findings should be replicable by others in similar conditions.  11. Scientific Thinking - Application: - Used in scientific research across various fields such as biology, chemistry, physics, and social sciences. - Essential for developing new technologies, medical advancements, and understanding complex systems. - Guides policy-making and public health decisions based on scientific evidence. Thank you ‫ﻢ‬ ‫ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴ ‬ ‫ﺑﺴﻢ ﺍ‬ Development of thinking (1) By SHAIMAA SHAWKI MOHAMMED AMIN lecturer of pediatric physical therapy Objectives of lecture 1- Definition of thinking 2- Center responsible for thinking 3-Importance of thinking 4-Characteristics of thinking 5- ‫ﻣﻌﻮﻗﺎﺕ ﺍﻟﺘﻔﻜﻴﺮ‬ 6- Development of thinking 1-Definition of thinking Thinking Is an activity concerning ideas , initiated by a problem or task which the individual is facing, involving some trial and error but under the directing influence of that problem and ultimately leading to a conclusion or solution of the problem. 1- Definition of thinking - Thinking is the organization and reorganization of current learning in the present circumstances with the help of learning and past experiences. 1-Definition of thinking -Thinking is a mental exploration for finding out the solution of a problem. -Thinking is mental manipulation of information , as when we form concepts, engage in problem solving, reason and make decisions. 2- Center responsible for thinking -Why are we capable of doing things that are difficult, of making choices to go the hard route or the extra mile? -Much of this ability can be attributed to the bulk of the frontal cortex in an area known as the prefrontal cortex  2- Center responsible for thinking 2- Center responsible for thinking  2- Center responsible for thinking 2- Center responsible for thinking 2- Center responsible for thinking The last places in the brain to mature, the prefrontal cortex is thought of as the “personality center” and is the cortical region that makes us uniquely human. 2- Center responsible for thinking It is where we manifest our insight, and planning capabilities into the actions that define who we are. The PFC receives input from multiple cortical regions to process "in the moment" information. 2- Center responsible for thinking Lesions in this area produce a number of neuropsychiatric disorders that tend to present with apathy, loss of initiative, and personality changes. A loss of working memory and/or an inability to perform delayed response tasks. Furthermore, there are impairments in memory recall Poor judgment, inappropriate affect, and distractibility.  3- Importance of thinking 1- Problem solving (analyze –identify issues –develop solutions) 2- Decision – making (informed choices) 3- Creativity (Generation of new ideas) ‫ﺍ‬ 4- Critical Analysis (evaluate information ) 5- Effective communication  3- Importance of thinking Thinking is foundation to understanding the world, navigating challenges, and reinforce relationships. ‫ﺍ‬ 4- Characteristics of thinking 1- Mental activity occurs internally in the human brain 2- A mental activity that requires a specific stimulus 3-Mental processes are inferred from apparent behavior.4-It can be developed through training in its skills 4-Characteristics of thinking 5 - Indirect mental activity in which a person relies on his previous experiences. 6 - Purposeful behavior does not occur without purpose 7 - An evolutionary behavior that increases in complexity as the individual grows and accumulates experience. 4-Characteristics of thinking 8 - It includes a group of cognitive processes such as remembering Understanding, imagination, Analyze and understand relationships, criticize, and generalize. 9 - Mental activity that appears in behavior, reflects a person's personality.  Different age categories Infancy Developmental period from birth up to 24 Early months childhood (preschool age) 3-5 years Middle and late childhood (elementary school years 6 to 11 years. Development of thinking part 2 By SHAIMAA SHAWKI MOHAMMED AMIN lecturer of pediatric physical therapy ‫ﻢ‬ ‫ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴ ‬ ‫ﺑﺴﻢ ﺍ‬ Objectives of lecture 1- Development of thinking 2- Methods and strategies for developing thinking skills 3-Obstacles to thinking  Different age categories Infancy Developmental period from birth up to 24 Early months childhood (preschool age) 3-5 years Middle and late childhood (elementary school years 6 to 11 years.  1- Development of thinking Piaget's Theory of Cognitive Development Swiss psychologist known for his work in developmental Psychology. Provides insight into how children develop thinking and understanding  1- Development of thinking Stages of Cognitive Development  1- Development of thinking Stages of Cognitive Development A- Sensorimotor Stage (0-2 years): -Learning through senses and actions. -( Object permanence). -Exploration -imitation (deal and understand with the world ______ establish basic cognitive skills). B- Preoperational Stage (2-7 years) Development of language and symbolic thinking. -Characteristics: Egocentrism and , animism. -magical thinking (develop creative thinking)encourage ___imagination  1- Development of thinking Stages of Cognitive Development 3. Concrete Operational Stage (7-11 years) - Logical thinking about concrete events. - Concepts: Conservation and classification and seriation - Develop practical problem solving and understanding the world in more organized and logical ways. 4. Formal Operational Stage (12 years and up) Abstract and hypothetical thinking. Ability to reason logically and systematically. 2- Methods and strategies for developing thinking skills 1- Brainstorming 2- Problem solving 3- Discussion style 4-Self-reflection 2- Methods and strategies for developing thinking skills 1- Brainstorming An educational method that can be used with students, where students unleash their thinking completely freely on an issue or problem in search of the largest possible number of solutions, So ideas flow abundantly, quickly, and without inhibition. 2- Methods and strategies for developing thinking skills 1- Brainstorming Keeping the idea in the mind prevents other ideas from appearing, then the best idea is searched from among the total ideas generated without the need to criticize or make mistakes in the rest of the ideas. 2-Methods and strategies for developing thinking skills 1- Brainstorming -Conditions for implementing brainstorming: 1- The brainstorming session consists of 6 to 12 students. 2- Avoid any kind of judgment or criticism of the ideas presented while generating ideas 2-Methods and strategies for developing thinking skills 1- Brainstorming -Conditions for implementing brainstorming: 3- The free generation of ideas should be encouraged and accepted as long as they are related to the problem so that the student can get rid of his reservations about his ideas. 2-Methods and strategies for developing thinking skills 2- Problem solving A method based on the student’s organized mental activity according to: a scientific method that begins with stimulating the student’s thinking about the existence of a problem that deserves to be thought about and searching for a solution according to scientific steps. 2-Methods and strategies for developing thinking skills 2- Problem solving - Steps of problem solving : A- Feeling the problem B- Identify the problem C- Generate potential solutions to the problem D- Testing and verifying the optimal solution, either through experimentation or observation 2-Methods and strategies for developing thinking skills 3-Discussion style The teacher participates with the learners in understanding, analyzing, interpreting and evaluating a specific idea, topic or problem, and explaining the differences and agreements between them to reach a decision. 2-Methods and strategies for developing thinking skills 3-Discussion style Advantages of the discussion method: A- Accustoming the learner to taking responsibility. B- Forming a relationship between the teacher and his students based on respect and belief in the learner’s ability to participate positively. 2-Methods and strategies for developing thinking skills 3-Discussion style Advantages of the discussion method: C- Developing values, attitudes, and higher cognitive levels, and acquiring communication skills, listening, speaking, and dialogue management skills  3-Obstacles to thinking 1- The teacher and lecturer have. the first and last word in the class and lecture ,the prescribed textbook is his only reference in most cases Sometimes 2- Some people believe that the teacher alone is the source of knowledge in the educational process and the role of the student is only to receive and remember this knowledge. 3- Not providing sufficient opportunity for discussion or encouragement  3-Obstacles to thinking 4- Some teachers avoid asking questions that stimulate real thinking such as (What do you think about what happened Do you agree with this opinion or with that opinion, and why 5- Some teachers resort to punishing students by deducting part of their marks for participation if they do not succeed in answering.  3-Obstacles to thinking 6- The teacher rarely relies on the diversity of recent experiences and relies on the method of delivery (one way) while presenting educational materials. 7- The general nature prevailing in the development of curricula is still influenced by the prevailing assumption hat the process of accumulating a huge amount of information and facts is necessary and sufficient for developing students’ thinking skills and prescribed textbooks.  3-Obstacles to thinking 8- The educational system often relies in evaluating students on cognitive tests consisting of questions that require low cognitive skills according to Bloom’s classification of the cognitive domain.  Fundamental Principles of Scientific Thinking Dr: Walid Saber Hussain  QUIZE Define scientific thinking? 1- Empirical Evidence Base conclusions on Rely on systematic observable, measurable observations and data experiments Prioritize objective Use quantitative and evidence over personal qualitative data beliefs or anecdotes appropriately  Instead of relying on "it worked before," you: Measure pain levels using standardized Example: scales (0-10) When treating Test range of motion with a goniometer a patient with lower back Document functional limitations using validated assessments pain Track progress with objective measurements over time  2-Skepticism and Questioning Question assumptions and claims Don't accept statements without supporting evidence Look for alternative explanations Challenge existing beliefs when new evidence emerges  A colleague claims a new stretching technique cures Example: plantar fasciitis in 3 sessions New treatment technique claim Scientific thinking approach: Compare Request Ask for Look for Consider with outcome research controlled established placebo measurem evidence studies treatments effects ents 3-Causation vs. Correlation Understand Understand that correlation doesn't imply causation Look Look for evidence of causal relationships Consider multiple factors that might influence Consider outcomes Identify Identify potential confounding variables  Consider natural healing timeline Patient reports pain Example: decreases after heat Account for other treatments being used therapy Shoulder Look at activity rehabilitation Scientific analysis: modifications case Track time of day and other variables Document environmental factors 4-Hypothesis Testing Form Design Be Consider Form testable Design Be willing to Consider null hypotheses experiments to reject hypotheses hypotheses and test hypotheses if evidence alternative doesn't support explanations them  Example: Testing treatment effectiveness For knee osteoarthritis treatment: o Hypothesis: "Combined exercise and manual therapy improves outcomes more than exercise alone" o Test with patient groups o Measure specific outcomes (pain, range of motion, function) o Compare results systematically o Document findings 5-Objectivity Minimize personal bias Consider multiple perspectives Follow where the evidence leads Separate personal beliefs from scientific conclusions Example: Patient assessment When examining a regular patient who's also a friend: o Use standardized assessment tools o Follow same protocols as other patients o Document findings systematically o Base decisions on clinical findings, not personal relationship o Refer to another therapist if objectivity is compromised 6-Replication and Verification Results should be reproducible Verify findings through multiple studies Share methods and data for others to verify Consider sample sizes and statistical significance Example: Exercise protocol effectiveness Testing a new balance training program: o Document exact protocol o Use with multiple patients o Compare results across different therapists o Track outcomes consistently o Share protocols and results with colleagues  Use deductive Identify and inductive logical reasoning fallacies 7-Logical Reasoning Draw valid Follow logical conclusions sequences of from premises thought Example: Diagnostic process For a patient with neck pain: If cervical radiculopathy → positive nerve tension test Patient has negative nerve tension test Therefore, likely not cervical radiculopathy Consider other causes systematically 8-Systematic Approach Use organized methods of investigation Document procedures and results Follow established scientific methods Maintain consistent protocols  Example: Evaluating a stroke patient Systematic Process: Initial Assessment: Documentation: Follow-up: Vital signs and medical history review Use standardized forms Regular reassessment schedule Consciousness and communication Record all measurements Consistent testing protocols assessment Note testing conditions Compare results over time Motor function testing (standardized Document patient responses scales) Sensory evaluation Balance and coordination tests Functional mobility assessment 9-Open-mindedness 1 2 3 4 Be willing to Consider Accept Recognize change views alternative uncertainty limitations of based on new explanations when current evidence appropriate knowledge  Example: Treatment approach modification Scenario: Traditional strengthening isn't working for a patient ▪ Traditional Approach: Open Consider Explore Just increase Open-minded Consider Explore repetitions/resistance Approach: alternative different Stick to familiar protocols explanations options: Motor control Movement exercises patterns Functional Neural tension training Psychological Alternative factors modalities Environmental Integrated influences approaches 10-Critical Analysis Evaluate quality of evidence Assess reliability of sources Consider methodology and potential biases Examine assumptions and limitations Example: Reading research paper on ultrasound therapy Analyze: Sample size and selection Control group characteristics Treatment parameters Outcome measures Statistical analysis Potential biases Clinical relevance of results 11-Parsimony (Occam's Razor) Prefer simpler explanations when equally valid Avoid unnecessarily complex theories Look for fundamental principles Consider the most straightforward solution first Example: Diagnosing knee pain ❖ Complex Explanation: ❖ Simpler Explanation: Multiple rare conditions Common condition (e.g., patellofemoral pain) Complicated intervention plan Clear contributing factors Numerous contributing factors Straightforward treatment plan ❖ Application: 1. Start with most likely diagnosis 2. Try simple interventions first 3. Add complexity only if needed 4. Monitor response to treatment 12-Peer Review Subject findings to expert scrutiny Engage in academic discourse Accept constructive criticism Contribute to scientific dialogue  Process: a) Initial Development Research evidence Protocol draft Outcome measures b) Peer Review Steps: Share with colleagues Example: New Collect feedback treatment Pilot testing protocol Document results implementation Revise based on input c) Implementation: Staff training Monitoring Regular updates Outcome tracking  13-Problem-Solving Framework Define problems clearly Break complex issues into manageable parts Develop systematic solutions Test and refine approaches Example: Complex back pain case Structured Define Gather Analyze Develop Implement Evaluate Approach: Problem Information Data Solutions Plan Results Primary Medical Pattern Evidence- Regular Clear goals symptoms history recognition based options reassessment Functional Physical Contributing Patient Measurable Outcome limitations examination factors preferences outcomes measures Imaging Available Patient Patient goals Risk factors Timeline results resources feedback Previous Prognostic Risk-benefit Progress Plan treatments indicators analysis markers modification 14-Quantitative Thinking Use Use measurements and data Apply Apply statistical analysis Consider Consider margins of error Understand Understand probability and uncertainty  Measurements: Physical Parameters Range of motion (degrees) Strength (MMT scale) Balance scores Example: Walking speed (m/s) Treatment Patient-Reported Outcomes Pain scales (0-10) progress Function scores Quality of life measures monitoring Satisfaction ratings Analysis: Compare to baselines Track trends Calculate improvements Determine significance 15-Communication Present findings clearly Use precise language Support claims with evidence Share results transparently  Clear Communication: With Patients: Simple explanations Visual aids Example: Written instructions Check understanding Answer questions clearly Patient With Healthcare Team: education Structured reports Precise terminology Relevant data and Clear recommendations Regular updates reporting Documentation: Objective findings Clear assessment Specific plan Measurable goals Progress notes thanks  Importance of scientific thinking in physical therapy DR: Walid Saber Hussain  Good vs. Bad Thinking Feature Good Thinking Bad Thinking Focus Solution-oriented Problem-focused Perspective Balanced and objective Biased and subjective Attitude Open-minded and curious Closed-minded and rigid Approach Logical and rational Emotional and impulsive Self-talk Positive and encouraging Negative and self-critical Decision-making Considers all options and consequences Rushes to judgment Breaks down problems into smaller Problem-solving steps Avoids problems or gets overwhelmed Embraces mistakes as opportunities for Learning growth Blames others or makes excuses Communication Clear, concise, and respectful Vague, confusing, and disrespectful Builds strong and supportive Relationships relationships Damages relationships with negativity  Core Principles of Scientific Thinking in PT 1. Evidence-Based Practice (EBP) - Integration of best research evidence. - Clinical expertise. - Patient values and preferences. - Systematic approach to clinical decision-making.  Example 1: Low Back Pain Treatment ▪ **Scientific Approach:** 1. Initial Assessment - Systematic examination of range of motion. - Strength testing using validated measures. - Neurological screening. - Pain pattern analysis.  Example 1: Low Back Pain Treatment ▪ 2. Hypothesis Formation - "Patient's symptoms suggest L4/L5 disc involvement" - "Core weakness may be contributing to instability" 3. Evidence-Based Intervention - Selection of exercises based on current research - Regular reassessment of outcomes - Modification of treatment based on patient response  - Evaluation of research validity - Assessment of treatment effectiveness 2. Critical Analysis - Recognition of bias and limitations - Integration of multiple data sources  Example 2: Post-Stroke Rehabilitation **Application of Scientific Method: ** 1. Problem Identification - Detailed assessment of functional limitations - Measurement of muscle strength and tone - Analysis of gait patterns Example 2: Post- Stroke Rehabilitation ▪ 2. Research Integration - Application of motor learning principles - Implementation of constraint-induced movement therapy - Use of standardized outcome measures 3. Outcome Tracking - Regular reassessment using validated tools - Documentation of progress - Analysis of treatment effectiveness 3. Clinical Reasoning - Hypothesis generation and testing. - Pattern recognition. - Cause-and-effect relationships. - Treatment progression planning. Example 3: Sports Injury Prevention **Scientific Process:** 1. Data Collection - Biomechanical analysis - Movement screening - Performance metrics Example 3: Sports Injury Prevention ▪ 2. Risk Factor Analysis - Identification of movement patterns - Assessment of strength imbalances - Evaluation of training loads 3. Implementation and Monitoring - Development of targeted interventions - Regular reassessment - Modification based on outcomes Benefits of Scientific Thinking ▪ 1. **Improved Patient Outcomes** - More accurate diagnosis - More effective treatment selection - Better progression planning  ▪ 2. **Professional Development** Benefits of - Enhanced clinical reasoning Scientific - Better understanding of treatment mechanisms Thinking - Improved ability to adapt to new evidence  ▪ 3. **Quality Assurance** Benefits of - Standardized assessment procedures Scientific - Measurable outcomes Thinking - Reproducible treatments Practical Implementation Strategies ▪ 1. Clinical Practice - Use of standardized outcome measures - Regular literature review - Participation in clinical research - Documentation of treatment outcomes Practical Implementation Strategies ▪ 2. Professional Development - Continuing education - Participation in research - Collaboration with colleagues - Case study analysis Practical Implementation Strategies ▪ 3. Patient Education - Explanation of treatment rationale - Sharing of relevant research - Discussion of expected outcomes - Regular progress updates Future Implications 1. **Technology Integration** - Wearable devices for monitoring - AI-assisted diagnosis - Virtual reality applications Future Implications ▪ 2. **Research Translation** - Faster implementation of new evidence - Better outcome tracking - More personalized treatment approaches Future Implications ▪ 3. **Quality Improvement** - Better standardization of care - More efficient treatment delivery - Improved patient satisfaction Which of the A. Relying solely on personal beliefs and experiences. B. Accepting claims without evidence or critical analysis. following is a key C. Seeking evidence to support or refute a claim. characteristic of D. Ignoring contradictory evidence to maintain a favored scientific thinking? belief.  A. Proven fact 2. A hypothesis is B. Educated guess a(n): C. Absolute truth D. Random idea Which of the A. It is testable following is NOT B. It is based on personal opinion. a characteristic C. It is supported by evidence of a good scientific theory? D. It can be used to make predictions Thanks Scientific decision making By SH AI M AA SH AW K I MO H AMMED AMI N lecturer of pediatric physical therapy ‫ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬ ‫ﺑﺴﻢ ﺍ‬ O bjectivesof lecture 1- D efinitions -decision making -Scientific decision making 2-Why do we make decisionsscientifically? 3- Processof scientific decision making 4- Characteristic of scientific decision making 5- Scientific basisfor decision making  Scientific decision making 1- D efinitions a-D ecision making: I sa fundamental cognitive processof human behavior by which an option is selected among a set of alternativesbased on subjective preference.  Scientific decision making 1- D efinitions b- Scientific decision making: I sa systematic approach to problem- solving that uses empirical evidence, data analysis, and established scientific methodsto inform choices.  Scientific decision making 2-Why do we make decisionsscientifically? A- A sharp rise in misinformation, especially online, D ifficult to find and use trustworthy information B- To exclude -individual differencesin beliefs, attitudes, -thinking styles -personality  Scientific decision making 3- Processof scientific decision making T hisprocesstypically involves: 1-D efining the problem 2-Gathering relevant data 3-Formulating hypotheses 4-testing these hypothesesthrough experimentation or observation 5- analyzing the resultsto guide decisions.  Scientific decision making 3- Processof scientific decision making  Scientific decision making 4-Characteristicsof scientific decision making Evidence-Based(empirical evidence): D ecisionsare based on data and research rather than anecdote. Continue  Scientific decision making 4-Characteristicsof scientific decision making O bjective: Aimsto minimize biasesby relying on quantifiable metrics. Continue  Scientific decision making 4-Characteristicsof scientific decision making I terative Process: I nvolvescontinuousevaluation and adjustment based on new information.  Scientific decision making 5- Scientific basisfor decision making Characteristics+ A- Hypothesistesting B-statistical analysis C - Risk assessment Scientific decision making  Scientific decision making Systematic Approach: Relieson structured methodologiessuch as observation, experimentation, and data analysis. Evidence-Based: Decisionsare grounded in empirical evidence, theories, and objective data. Testing and Validation: U seshypotheses, experiments. Replicability: The processisdesigned to be reproducible, ensuring that otherscan follow the same methodsand achieve similar results.  Scientific decision making Subjective: O ften based on personal judgment, intuition, or experience rather than objective data. Emotional or Social I nfluences: Decisionsmay be influenced by biases, emotions, or social pressures. L ack of Testing: Decisionsmight not involve testing or experimentation to validate outcomes. L essFormal: I t may not follow a structured or replicable methodology. Examples: Everyday personal decisions, Primary Intellectual Standards of Scientific Thinking Dr. Walid Saber Hussain Learning Objectives Review 1 2 3 4 Students will be Evaluate Apply standards Develop critical able to: Define and scientific claims to physical thinking skills apply the primary intellectual using these therapy practice for healthcare standards standards The Nine Intellectual Standards In scientific thinking, there are nine key intellectual standards that guide the process. These standards act as a measure of the quality of your thinking and the legitimacy of your conclusions. Let's delve into each one: 1. Clarity: Definition: Is the thought expressed clearly and unambiguously? Comprehensible expression of ideas. So, Clarity forces the thinking to be explained well so that it is easy to understand. When thinking is easy to follow, it has Clarity. Example: Instead of saying "The patient had a bad knee," a clearer statement would be "The patient presented with acute pain and swelling in the right knee joint.“ Poor: "Patient feels better“ Better: "Patient reports pain reduction from 7/10 to 3/10 on VAS" 2. Accuracy: Definition: Is the thought true, or correct? Accuracy makes sure that all information is correct and free from error. If the thinking is reliable, then it has Accuracy. Conformity to truth, factual correctness, and freedom from error Example: Claiming that all patients with low back pain benefit from spinal manipulation therapy without considering individual factors and evidence-based guidelines would be inaccurate.  3. Precision: Definition: Is the thought exact and free from error? Exact specification. Precision goes one step further than Accuracy. It demands that the words and data used are exact. If no more details could be added, then it has Precision. Feature Accuracy Precision How close a measurement is to How close measurements are to Definition the true value each other Darts clustered around the Darts clustered together, but not Example (Dartboard) bullseye necessarily near the bullseye Repeatedly measuring a length Measuring a length as 10.01 cm Example (Measurements) as 9.99 cm, 10.00 cm, and 10.01 when the true value is 10 cm cm Important for consistency and Scientific Importance Essential for reliable results reproducibility Can be independent of each Often associated with each other, Relationship other but not always Measurements are both accurate Ideal Outcome and precise  Example: When measuring a patient's range of motion, using a goniometer to obtain specific degree measurements is more precise than relying on a subjective estimate.  4. Relevance: Definition: Is the thought pertinent to the issue at hand? Pertinence to the issue. Relevance means that everything included is important, that each part makes a difference. If something is focused on what needs to be said, there is Relevance.  Example: When treating a patient with shoulder pain, focusing on exercises that strengthen the rotator cuff muscles is more relevant than addressing unrelated hip conditions.  5. Depth: Definition: Does the thought address the complexities of the issue? Complex factors consideration. Multiple causation in PT. Depth makes the argument thorough. It forces us to explore the complexities. If an argument includes all the nuances necessary to make the point, it has Depth. Example: When analyzing a patient's gait deviation, considering factors such as muscle weakness, joint stiffness, and neurological impairment provides a deeper understanding of the underlying problem. 6. Breadth: Definition: Does the thought consider various perspectives and viewpoints? Multiple perspective consideration Interdisciplinary approach Breadth demands that additional viewpoints are considered. Are all perspectives considered? When all sides of an argument are discussed, then we find Breadth.  Example: When evaluating treatment options for a patient with chronic pain, considering both pharmacological and non-pharmacological approaches demonstrates a broader perspective. 7. Logic: Definition: Does the thought make sense and follow a logical progression? Rational connections Clinical reasoning Logical means that an argument is reasonable, the thinking is consistent, and the conclusions follow from the evidence. When something makes sense step-by-step, then it is Logical.  Example: If a patient presents with decreased range of motion and muscle weakness, it is logical to conclude that a strengthening and stretching exercise program may be beneficial. 8. Significance: Definition: Is the thought important and worthwhile? Significance compels us to include the most important ideas. We don’t want to leave out crucial facts that would help to make a point. When everything that is essential is included, then we find Significance.  Example: Researching new rehabilitation techniques for stroke survivors has significant implications for improving patient outcomes and quality of life. 9. Fairness: Definition: Is the thought impartial and unbiased? Fairness means that the argument is balanced and free from bias. It pushes us to be impartial and evenhanded toward other positions. When an argument is objective, there is Fairness. Example: When evaluating a patient's progress, it is important to avoid bias and consider all relevant factors, including subjective reports and objective measurements.  Homework How can the intellectual standards of clarity, precision, and accuracy be applied to patient assessment and diagnosis? Discuss the importance of relevance and depth in evidence-based practice. How can you ensure fairness and impartiality in your clinical decision-making? What strategies can you use to improve your logical reasoning skills? Thanks Common problems of scientific thinking. 1. Cognitive Biases: The Silent Disruptors of Objective Thinking Example: Imagine you believe a specific rehabilitation Imagine technique is superior. You might: - Selectively read studies that support your Read view - Dismiss research that challenges your Dismiss approach - Interpret ambiguous evidence in a way that Interpret supports your existing belief  Solution: 1. Cognitive Biases: The Silent Disruptors of Objective Thinking Example: 2. Correlation vs. Causation: A Critical Distinction Example: 3. The Dunning-Kruger Effect: Recognizing the Limits of Our Knowledge Example: Solution: Encourage Encourage a Culture of Continuous Learning: Mentorship Programs: Establish mentorship opportunities where novice therapists can Establish work closely with experienced practitioners. This helps them gain insights and feedback on their clinical decision-making. Regular Case Reviews: Implement regular case discussions where therapists present Implement challenging cases and receive constructive feedback from peers. This promotes a culture of learning and humility. 4. Overgeneralization  Example:  Solution: Advice: 5. Anecdotal Evidence: The Unreliable Storyteller Example: 6. Pseudoscience and Magical Thinking Example:  Solution: 7. Statistical Literacy: Understanding Numbers Misinterpretation of Data Example: Solution: 8. Publication Bias and Research Limitations Example: 9- Lack of Critical Thinking Skills Example:  Solution: 10-Emotional Reasoning  Example: Solution: 11- Resistance to Change Example: Solution: Scientific thinking is not about being right, but about: Overview of the Scientific research process. DR: WALID SABER HUSSAIN Objectives of the Lecture: By the end of this lecture, you should be able to: 1. Define scientific research. 2. Describe the key steps in the scientific research process. 3. Understand the importance of each step in developing a research study. 4. Identify examples relevant to physical therapy for each step.  Scientific research is a systematic, organized What is method of investigating phenomena, solving Scientific Research? problems, and expanding knowledge through careful observation, measurement, and analysis.  In the field of physical therapy, scientific research is crucial for: What is Developing evidence-based practice Scientific Improving patient care Research? Understanding human movement and rehabilitation Advancing professional knowledge The Scientific Definition: Research Process: A clear, focused inquiry that the research aims to answer. Key Steps This is the foundational step where researchers 1. Formulating pinpoint a specific issue or question that needs investigation. a Research Question. Formulating a specific question based on the observation.  Characteristics of a Good Research Question: Specific and well-defined 1. Formulating Researchable and measurable a Research Relevant to the field of (physical therapy) Question Addresses a gap in current knowledge  Examples in Physical Therapy: "Does aquatic therapy improve mobility in 1. Formulating patients with osteoarthritis?" a Research "What is the effectiveness of manual therapy Question techniques in reducing chronic lower back pain?“ Does improving hamstring flexibility reduce lower back pain? 2. Conducting a Literature Review A comprehensive review of existing research on the topic. Identify knowledge gaps and formulate specific research questions. Researchers review existing literature to understand what has already been studied, identify gaps, and refine their research question. 2. Conducting a Literature Review Purpose: Understand existing knowledge Identify research gaps Prevent duplication of research Provide theoretical foundation 2. Conducting a Literature Review Process: Search academic databases (PubMed, Google Scholar) Review peer-reviewed journals Analyze existing studies in physical therapy Critically evaluate previous research 2. Conducting a Literature Review Example: The therapist reviews studies on stretching programs for low back pain, finding that while some studies show improvement, others suggest minimal effects. This insight helps refine their research question. 3. Formulating a Hypothesis An idea that is proposed for the sake of argument so that it can be tested to see if it might be true. A hypothesis is a testable prediction about the relationship between variables. A testable prediction or explanation for the observed phenomenon.  Components of a Strong Hypothesis: Based on existing theory 3. Formulating Specific and precise a Hypothesis Testable through empirical research Demonstrates potential for new insights  3. Formulating a Hypothesis Example Hypotheses: "Patients receiving specialized knee rehabilitation will show greater improvement in range of motion compared to standard treatment groups." "Ergonomic interventions will significantly reduce workplace-related musculoskeletal disorders among physical therapists.“ The therapist hypothesizes that "Patients who participate in a 6-week stretching program will show a significant improvement in mobility compared to those who do not.“  4. Designing the Study ▪ Designing and conducting an experiment to test the hypothesis. ▪ This involves deciding on the research design (e.g., experimental, observational), selecting participants, and determining how data will be collected.  Example: The therapist designs a randomized 4. controlled trial where one group of patients undergoes Designing the Study the stretching program while a control group receives standard care.  Researchers gather information according to their study design using various Methods: such as surveys observations. 5. Collecting Standardized assessment tools Data Physical measurements Patient questionnaires Clinical observations Physiological tests 5. Collecting Data Examples Data Collection in Physical Therapy: Measuring joint range of motion Assessing pain levels using standardized scales Tracking patient progress through rehabilitation  ▪ Gathering data through measurements and observations, then analyzing it to identify 6. Analyzing patterns and trends Data ▪Once data is collected, it must be analyzed to determine if there are significant differences or relationships between variables.  Example: The therapist uses statistical 6. Analyzing software to compare mobility improvements Data between the two groups, looking for statistically significant results.  Researchers interpret their findings in the context of their hypothesis and existing literature. 7. Relate findings to original research question Interpretation and Conclusion Discuss implications for clinical practice Acknowledge study limitations Suggest future research directions  Example: If the data shows significant 7. improvement in mobility for the stretching Interpretation group, the therapist concludes that the and Conclusion stretching program is effective for this patient population  Sharing findings through: 8. Publication Peer-reviewed journals and Peer Conference presentations Review: Professional workshops Clinical practice guidelines  Example: The therapist writes a paper 8. Publication detailing the study’s methodology, results, and and Peer Review: implications for practice, then submits it to a physical therapy journal.  The Evidence-Based Practice: Scientific research provides the foundation for making informed Importance clinical decisions. of Scientific Advancement of Knowledge: Research helps us understand the mechanisms of injury and disease, Research in leading to innovative treatment approaches. Physical Improved Patient Outcomes: By applying evidence-based practices, physical therapists can Therapy optimize patient care and achieve better results. THANKS  Assessment of scientific thinking Typesof research design By SH AI M AA SH AW K I MO H AMMED AMI N lecturer of pediatric physical therapy ‫ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬ ‫ﺑﺴﻢ ﺍ‬ O bjectivesof lecture 1- Assessment of scientific thinking a-D efinitions b- K ey areasto assess c- Methodsof Assessment 2-Typesof research design a- Featuresof good research design b- Typesof research design c- typesof variables  1-Assessment of scientific thinking a- D efinition I nvolvesevaluating an individual'sability to apply the core principlesof the scientific method and reasoning to solve problems, make decisions, and draw conclusions  1-Assessment of scientific thinking B- K ey areasto assess observation, hypothesisformation, experimentation, data collection, analysis, and conclusion? 1- formulating research question 2-conducting literature review 3-Formulating the hypothesis 4-Designing the study 5- Collecting data 6-Analyzing data 7- I nterpretation and conclusion  1-Assessment of scientific thinking B- K ey areasto assess Doesthe person critically evaluate evidence and sourcesof information? Are they able to formulate testable hypothesesand design experimentsto test those hypotheses?  1-Assessment of scientific thinking B- K ey areasto assess Are they able to differentiate between correlation and causation, and understand variables, controls, and confounding factors? Are they able to interpret experimental data correctly, using appropriate statistical toolsor visual aids(graphs, charts)? Can they draw reasonable conclusionsfrom data while acknowledging limitations?  1-Assessment of scientific thinking C - Methodsof Assessment: -Q uestionnairesand Written Assessments: Ask questionsthat probe their understanding of the scientific method, logical reasoning, and evidence evaluation. -Discussionsor Debates: Engage the individual in conversationson scientific topics to observe their ability to critique and defend ideas logically.  1-Assessment of scientific thinking C - Methodsof Assessment: - Simulationsand Experiments: Allow the person to design or carry out a simple experiment, analyzing their approach - Case Studies: Present a problem or scenario where the individual must apply scientific thinking to solve it, and evaluate their reasoning process.  2-Typesof research design A- Featuresof good research design - Appropriate -Economical (availability of time and money) -Efficient  2-Typesof research design A- Featuresof good research design - Appropriate -Economical (availability of time and money) -Efficient  2-Typesof research design b- Formsof research design According to purpose - According to method  2-Typesof research design b- Formsof research design A- According to purpose - Basic Research (Fundamental) Purpose: To expand knowledge and understanding of fundamental principles, concepts, or phenomena, without focusing on practical applications. Example: Investigating the behavior of atomsor studying the propertiesof a new material. Goal: To explore the "why" and "how" of natural phenomena  2-Typesof research design b- Formsof research design A- According to purpose - Applied Research Purpose: To solve practical, real-world problems by applying existing knowledge and theories. I t focuseson practical outcomesand direct applications. I t usesknowledge from basic research to addressspecific issues  2-Typesof research design b- Formsof research design A- According to purpose - Applied Research Example: D eveloping a new vaccine, improving energy efficiency, or designing new technology.  2-Typesof research design b- Formsof research design B- According to method Q ualitative Research D esign G rounded theory -Ethnography - - Historical Q uantitative Research D esign -D escriptive - experimental -correlational - diagnostic - Q uasi experimental -explanatory  2-Typesof research design b- Formsof research design B- According to method Q ualitative Research D esign -Ethnography U nderstanding of social phenomena, culture, - Historical Examine events, actions, conditionsthat occurred in the past to gain insightsinto their influenceson the present or future.  2-Typesof research design b- Formsof research design B- According to method Q uantitative Research D esign -D escriptive - experimental -correlational - diagnostic - Q uasi experimental -explanatory  2-Typesof research design Typesof variables What isa variable? A variable isany factor that can be controlled, changed, or measured in an experiment.  2-Typesof research design Typesof variables Typesof Variables: 1)I ndependent Variable Manipulated or controlled by the researcher to observe its effect on dependent variable 2) D ependent Variable Measured or observed to assess 3) ExtraneousVariables Affect on dependent variable Ethical issuesin research Evidence-Based Practice (EBP) By SH AI M AA SH AW K I MO H AMMED AMI N lecturer of pediatric physical therapy ‫ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬ ‫ﺑﺴﻢ ﺍ‬ O bjectivesof lecture 1- Ethical issuesin research - key pointson Ethical Issues 1- I nformed Consent 2-Confidentiality and Privacy 3-Minimizing Harm 4- I ntegrity of Research 5- Respect for Vulnerable Populations Conflict of I nterest-6- 7- Honesty in Publication 8- Accountability and Ethical Review Process 2- evidence based practice in PT  1- Ethical issuesin research A- key pointson Ethical I ssues 1- Informed Consent 2-Confidentiality and Privacy 3-Minimizing Harm 4- Integrity of Research 5- Respect for Vulnerable Populations Conflict of Interest-6- 7- Honesty in Publication 8- Accountability and Ethical Review Process  1- Ethical issuesin research A- key pointson Ethical I ssues 1- Informed Consent - Participantsmust be fully informed about the research and voluntarily agree to participate. They should understand the purpose, procedures, risks, and benefitsinvolved in the study 2- Confidentiality and Privacy - Researchersmust protect the confidentiality of participants' data Personal information should not be shared without consent  1- Ethical issuesin research A- key pointson Ethical I ssues 3-Minimizing Harm Isa fundamental ethical principle in research, particularly - in studiesinvolving human participants Researchersmust ensure that the risksof harm (physical, psychological, or social) to participants are minimized. (Risk Assessment – safety protocols- Social harm can arise if sensitive data (e.g., political beliefs, or health status) isimproperly shared  1- Ethical issuesin research A- key pointson Ethical I ssues 3-Minimizing Harm Isa fundamental ethical principle in research, particularly - in studiesinvolving human participants Researchersmust ensure that the risksof harm (physical, psychological, or social) to participants are minimized. (Risk Assessment – safety protocols- Social harm can arise if sensitive data (e.g., political beliefs, or health status) isimproperly shared  1- Ethical issuesin research A- key pointson Ethical I ssues 4- Integrity of Research Researchersmust conduct studieshonestly and report resultsaccurately. 5- Respect for Vulnerable Populations Special care should be taken when working with vulnerable groups(e.g., children, prisoners, people with Disabilities 6-Conflict of Interest Researchersshould disclose any financial or personal intereststhat might influence their research findings.  1- Ethical issuesin research A- key pointson Ethical I ssues 7- Honesty in Publication 8- Accountability and Ethical Review Process  2-Evidence -based practice in physical therapy - Definition: integrating the best available research evidence, clinical expertise, and patient preferencesto guide treatment decisions Componentsof Evidence-Based Practice: 1- Best Research Evidence: High-quality studies, including randomized controlled trials(RCTs), systematic reviews, and meta-analyses  2-Evidence -based practice in physical therapy Componentsof Evidence-Based Practice: 2- Clinical Expertise: The clinician'sknowledge, skills, and experience in assessing and treating patients. 3- Patient Preferences: The values, concerns, and goalsof the patient, which must be considered when choosing a treatment plan.  2-Evidence -based practice in physical therapy Hierarchy of Evidence:3- Research evidence isranked in a hierarchy, with systematic reviewsand RCTsat the top, followed by cohort studies, case reports, and expert opinion  2-Evidence -based practice in physical therapy - Higher levelsof evidence provide stronger support for clinical decision-making.. Physical therapistsneed to critically evaluate the quality of research studiesto determine their relevance and Reliability. K ey considerationsinclude study design, sample size, statistical analysis, and potential biases  2-Evidence -based practice in physical therapy - Higher levelsof evidence provide stronger support for clinical decision-making.. EBP encouragescollaboration between the therapist and the patient in decision-making. The patient’svalues, lifestyle, and treatment preferencesmust be considered, ensuring the therapy plan alignswith their goals