university of leeds critical thinking questions

Skills for Learning : Critical Thinking

Critical thinking is perhaps the most important skill you will develop at university.

Critical thinking is the ability to:

• Approach new topics with an open mind, putting aside your own personal opinions and biases.
• Identify relevant and reliable information sources for your assignments.
• Compare and contrast what different authors say about a topic, analysing and evaluating their arguments.
• Question information on a topic and challenge pre-existing ideas. 
• Develop your own clear, logical arguments based on sound reasoning and evidence. 

We run interactive workshops to help you develop your critical thinking skills. Find out more on the Skills for Learning Workshops page.

We have online academic skills modules within MyBeckett for all levels of university study. These modules will help your academic development and support your success at LBU. You can work through the modules at your own pace, revisiting them as required. Find out more from our FAQ What academic skills modules are available?

Choosing sources for an assignment

Choosing useful and reliable information to read is the first step in demonstrating critical thinking.

Imagine a friend told you that someone had created a dinosaur in a lab. Your first question would ask where they found this information. If they had obtained it from social media or from a friend, you might question its accuracy. Similarly, your tutors will check whether the sources you’ve chosen to support your arguments are valid.

Your tutors will look at your references and bibliography to see what information sources you have used. They want to see that you have consulted up-to-date, reliable sources. If the sources you use are unreliable or inappropriate, then your arguments won’t be considered trustworthy.

To help you identify reliable sources, download the CRAAP Test Worksheet.

• CRAAP Test Worksheet

Or, you can evaluate each source you locate using the 'REVIEW' criteria in the REVIEW Sources Checklist. You can also use this worksheet to record your evaluation of sources.

• REVIEW Sources Checklist
• Find out more on literature searching and how to evaluate sources on our  Finding Information pages .
• The Skills and Subject Support pages are a useful way of finding the key resources for your course.

Be a critical reader

Reading critically means not taking information at face value. Analyse and evaluate what you read. As you work, ask questions of ('interrogate') the sources.

Find out more about critical reading on our Reading page .

Note-making

As you read, make notes, but avoid copying long quotes or chunks of information. Note-making should be a critical process. 

Write notes in your own words, including your own response to your reading. Download the Approaches to Note-Making Worksheet for ideas on how to approach this.

• Approaches to Note-Making

The Cornell Notes Guide (also sometimes called 'Column Notes') and the Evidence Matrix Worksheet provide more specific guidance on these techniques.

• Cornell Notes Guide
• Evidence Matrix Worksheet

Your tutors want to see you examining current academic debates in your field. You should compare and contrast sources, using this evidence to develop your own argument.

Practise your skills at paraphrasing and summarising from your reading. Download our Paraphrasing and Summarising Information worksheet to help you with this. 

• Paraphrasing and Summarising Information

Synthesising information from different sources improves the criticality of your academic writing. Download our Synthesising Sources in Writing worksheet which explains how to do this. 

• Synthesising Sources in Writing Worksheet

Writing critically

Tutors often tell students that their writing is too descriptive and needs to be more critical. You might be asked to analyse material more closely or explain your points more thoroughly. All of these points relate to critical thinking.

Here are our three top tips for making sure your work demonstrates your critical thinking skills:

• 1. Decide on your thesis statement
• 2. Use the 'PEAL' structure
• 3. Focus on analysis and evaluation

One mistake students sometimes make is to write everything they know about a topic, without developing their own thesis statement.*

Once you have completed some broad reading on the topic, organise your ideas. This way, you can create a clear plan for responding to the question. At this stage, you should decide what your main argument/case will be. Try to sum it up in one sentence (this will be your thesis statement). Download the Essay Planning Worksheet to help you.

• Essay Planning Worksheet

*Your thesis statement is a sentence in your introduction that sums up your overall argument or position.

PEAL stands for Point, Evidence, Analysis, Link. To make a strong argument, your points need to be supported by evidence. You should make it clear to the reader how the evidence helps demonstrate your point. Using the PEAL structure for writing paragraphs can help. Download the PEAL Paragraph Structure Worksheet to help you.

• PEAL Paragraph Structure Worksheet

Use reporting verbs to explain or comment on your evidence from published sources. Download our Reporting Verbs Worksheet to help you.

• Reporting Verbs Worksheet

When we write descriptively, we answer questions such as ‘Who wrote it?’, ‘What did they say?’ and ‘When did it happen?’. You will always need some descriptive writing in your assignments as it gives context. However, you should avoid too much description. Prioritise critical discussion, demonstrating your independent thinking. You will gain marks for analysing and evaluating the evidence to draw your own conclusions. Download the CRAAP Test and Critical Analysis Questions Worksheets to help you.

• Critical Analysis Questions Worksheet
• Essay X-ray tool

Our interactive Essay X-ray tool can also help you begin to formulate sentences that demonstrate critical thinking. 

Improving your critical thinking skills

Critical thinking is a skill that takes time and conscious effort to develop. Here are our top tips for improving your critical thinking skills:

• Complete set reading prior to seminars. Attend seminars with specific questions to ask or ideas to put forward. Speaking in front of a group can be a daunting prospect. However, taking part in class discussions will really help you develop your critical thinking skills.
• Chat about key topics with friends. Discussing ideas, asking questions and debating points will strengthen your critical abilities further.
• Check drafts of your work to see if you have a balance between description and critical thinking. Highlight areas that are just description and see if you can make them more critical. You should leave out anything that isn’t central to the development of your argument. Check the structure and argument of a draft by creating a reverse outline. Download the Reverse Outlines Worksheet to help you.
• Reverse Outlines Worksheet

Your browser does not support iframes.

Skills for Learning home

• Academic Integrity Module in MyBeckett
• Assignment Calculator
• Building on Feedback
• Disability Advice
• International Students' Academic Introduction
• Manchester Academic Phrasebank
• Quote, Unquote
• Skills and Subject Suppor t
• Turnitin Grammar Checker

{{You can add more boxes below for links specific to this page [this note will not appear on user pages] }}

Artificial intelligence tools

Before using any generative artificial intelligence or paraphrasing tools in your assessments, you should check if this is permitted on your course.

If their use is permitted on your course, you must  acknowledge any use of generative artificial intelligence tools  such as ChatGPT or paraphrasing tools (e.g., Grammarly, Quillbot, etc.), even if you have only used them to generate ideas for your assignment or for proofreading.

Resources & Worksheets

• Approaches to Note Making
• SQ3R Technique Worksheet

Skills for Learning FAQs

0113 812 1000

• University Disclaimer
• Accessibility

No matter what type of project you undertake, you will be required to find and read the relevant information sources on your topic (you may find this is referred to as “the literature”). The literature will help you narrow down your project, inform your research question(s) and decide on your methods. The literature is also important in establishing your ideas, arguments, outcomes, recommendations etc., that may form part of your work. For some projects, you may be required to write a separate literature review chapter, as well as incorporating information sources throughout your work. If you are unsure, check your module handbook, with your school, or with your project supervisor.

What is “the literature” and why is it important?

The literature usually refers to:

• Key published works such as academic journal articles and books that inform the understanding of your topic
• Other discipline appropriate sources e.g. performances, business reports, newspapers, broadcasts, conference proceedings, professional guidelines and protocols, data and statistics
• Although it is less common to use primary research in the initial scoping of your project, sometimes it might be appropriate to use information such as personal correspondence (e.g. emails) or initial user testing (e.g. focus groups). Always check with your supervisor

It is important as it:

• Helps you develop an in-depth understanding of your topic and the range of issues that may inform your project
• Provides background material to identify gaps, weaknesses, problems or controversies that need to be addressed/your research will address
• Identifies key concepts, theories, definitions, or models that will be useful in helping you understand the information you discover in your investigation
• Contextualises your own research and shows how your research relates to what has already been written and researched
• Provides a framework to analyse and make sense of primary evidence
• Provides supporting evidence for the arguments you want to make
• Convinces the reader that your research questions are significant, important and interesting, and will make a contribution to the area being investigated

Searching For Literature

Using appropriate and relevant information sources will help to strengthen the quality of your final year project. You need to demonstrate that you have read widely around your topic and have identified the key research that has been carried out in your area.

To help guide your searches, you might find it useful to write a list of questions for your topic. This can help you see the bigger picture and broaden your understanding of your research area.

• Write your topic or question at the top of the page. It does not matter if you only have a broad topic or a very specific question at this point
• Write down as many sub-questions as you can think of that might help you to answer your bigger question or to think about related areas you will need to find information about. Think about who?, what?, where?, when?, why?, how?, so what?, what if?
• You will likely not know the answers to these questions. This is a good thing at this point. This strategy is broadening your research and enabling more critical and creative thinking

For example:

Initial question:

• To what extent does art therapy improve the lives of people living with dementia?

Sub questions:

• What is art therapy? Does it have one definition or several?
• Who delivers art therapy?
• What are the aims of art therapy?
• What difficulties do people with dementia face?
• What would improvement look like?
• How can I test how far art therapy can help? Who has researched this and with what methods?
• Does it depend on gender?
• Does it only work in the early stages of dementia?
• Why art therapy over other therapies?

This can help you recognise whether the question you currently have is too broad or narrow. Once you embark on your reading, you should find ways to refine your research question.

Library Search

Searching the Library catalogue is a good starting point for finding a wide range of academic information on your topic.

Searching databases

Databases contain subject-specific information, usually journal articles, but also specialist information, such as law reports, market research reports or datasets. Depending on your project or subject area, you may have to use more than one database. To find a list of databases in your subject area, go to our subject resources page and select the relevant subject from the list.

To ensure that you find the most relevant information, including journal articles, you need to carry out a comprehensive search in databases that are relevant to your subject area.

Check our guidance on searching for information if you need more help and advice.

Citation searching

Citation searching (or cited reference searching) allows you to follow the development of an idea, or theory, through the literature. It enables you to:

• Find out whether articles have been cited (and used) by other authors
• Discover references to a particular author
• Find more recent papers on the same or similar subject
• Discover how a known idea or innovation has been confirmed, applied, improved, extended, or corrected
• Ensure that your literature review is comprehensive

Several databases allow you to carry out cited reference searching - providing you with a list of articles that cite the article you are interested in. These include Web of Science (covering the citation indices for science, social science and arts and humanities), Google Scholar and the OvidSP databases .

While cited reference searching can be a useful complement to your database search, be wary of depending on it too heavily; if you only look at the papers everyone else has cited, it may distort your findings.

Special Collections and archives at Leeds and beyond

Archives can provide a rich set of resources to use in your research. We have a number of archives right here on campus that provide a rich collection of rare books, manuscripts, textiles and business information:

• Special collections (Brotherton Library): home of hundreds of thousands of rare books, manuscripts, archives and art
• Feminist Archive North (Brotherton Library): through original source material, find out where feminist ideas began and how feminist politics were put into practice
• ULITA (Maurice Keyworth Building): an archive on international textiles, the purpose of which is to collect, preserve and document textiles and related items from many of the textile producing areas of the world
• Marks and Spencer Archive : the collection contains over 71,000 items, dating from 1884 to the present day and comprises not only written, photographic and digital records of the company’s development, but also artefacts which represent key aspects of the its activities

You can of course make use of archives outside of Leeds. You can use The National Archives' Discovery search to look for relevant material. The Library have created a useful guide on how to use archives for research .

What if there is limited literature on my topic?

If your project is very contemporary, requires information that is not formally published, or it has not been researched widely, you may find it difficult to find appropriate sources. We recommend you:

• Think more broadly about your topic and what type of information will help you to build up an understanding of the issues that impact your project – writing a list of sub-questions can help move your search forward
• If you are looking for commercial information, consider contacting relevant businesses or professional services and searching for trade publications
• Speak to your supervisor and/or a Learning Advisor in the Library, who may be able to recommend places to find relevant information

Critically Reading The Literature

Reading critically.

You need to engage critically with the literature. Reading critically is about questioning the arguments, ideas and evidence presented; comparing it with other sources and any research data you have collated yourself. You need to evaluate that evidence, synthesise the various arguments and ideas and start to develop your own ideas and insights.

Video - Why is it important for students to critically read their literature review sources? View video using Microsoft Stream (link opens in a new window, available for University members only).

If you are unsure about what critical thinking is, please look at our critical thinking guide which introduces you to a model for critical thinking.

When reading a text, you need to start with some descriptive questions that will give you a general overview of what the text is about. You then need to ask more analytical and evaluative questions to help you engage critically with what you are reading. This list of questions will help you get started. This is not a comprehensive list and you may need to adapt or add your own questions for your subject.

There are a number of critical questions you may want to ask yourself when reading texts:

Critical Appraisal

Critical Appraisal Skills Programme (CASP) , 2018.

The Critical Appraisal Skills Programme has developed a series of checklists that help you to critically appraise different types of study design, e.g. randomised controlled trials and systematic reviews. Alternatively, refer to the critical appraisal guidance that you have been given by your school.

Reading Strategies

You will probably find that you have a lot of material to read through for your research project, which can feel overwhelming. There are different strategies you can use to help you to make your reading more efficient and to decide which sources are relevant to your project.

An initial evaluation

For all sources, conduct an initial evaluation to help you decide if it is worth reading. Questions to ask might include: What is this source about and is it relevant?; is this written by an academic or other type of expert or specialist?; what is the date of publication and does that matter?

• Speed = Fast
• This technique can be used to extract the main ideas. If you are reading an article, read the abstract first to help you decide whether it is worth reading further. If there is no abstract, read the introduction and conclusion. If it is a book, you could skim through the table of contents to help you decide if it is relevant

Close reading:

• Speed = Slow
• This technique is used on the texts you select as highly relevant. You should be carrying out focused, concentrated reading - analysing, evaluating and questioning the text. You will probably need to read these articles more than once
• If you are reading your own copy of a text, don’t just underline important sections, add meaningful annotations

Grouping your reading into different areas

When you begin the process of reading your texts, you may want to start grouping them together based on their similarities and connections. For example, you may want to start grouping together all those texts that:

• Support a similar argument
• Were published at a certain time
• Discuss certain themes
• Have similar methodologies, e.g. qualitative vs. quantitative

Grouping your reading together can also help you to start thinking about how you are going to structure your literature review or the main chapters of your project.

Imagine you are undertaking a project on the impact of second homes on local communities. You could start to group your reading into the following themes.

There are a number of different note-taking methods that can help you categorise your reading. You could write keywords in the margins or use a note card system, where details of each reference can be added to a note card and filed under keywords. Alternatively, you may want to use reference management software, e.g. Endnote, to help manage your references. In EndNote, you can add notes to each reference to help you categorise your texts into relevant areas. For guidance on using EndNote to store your references, please see Organising Information in the Managing Your Project section.

Many students find it difficult to take the leap from reading for their dissertation to writing. Not only can this process of categorising and grouping help to structure your project and/or literature review (depending on the nature of your project); it can also help you to take that sometimes daunting step of putting pen to paper.

The Literature Review: A step by step guide by Ridley, 2008.

Research Methodology And Methods

All projects require you to research the literature as part of your project, and some projects will be entirely literature-based. However, you will need to become familiar with the different methodologies and methods used to undertake research in your subject discipline. It is important that you discuss and seek guidance from your supervisor as to what methods you should use to answer your research question.

What is the difference between methodology and methods?

Put simply, the methodology is the general approach you will take to answering your research question such as whether you will use a quantitative or qualitative approach. It is the concepts and theories that underpin the methods you are using.

The methods are the specific techniques or processes you will use to undertake your research such as interviews, examination of the literature, questionnaires etc. For example:

Methodology:

• Ethnography: A qualitative approach which studies how people live and make sense of their lives, including how they interact and behave within particular settings
• Participant observation
• Writing field notes
• Conducting interviews

Choosing your method

Decide on your research question and what you want to find out before deciding on the research methods to use. Choose an appropriate methodology for the purpose of the project:

• Quantitative methods, such as experiments or questionnaires, are appropriate for collecting measurable data to analyse, and are usually used to test a hypothesis or theory or make generalisations
• Qualitative methods, such as interviews or focus groups, are appropriate for trying to understand feelings, opinions and experiences, and consider the underlying reasons and meanings
• Literature-based methods can be used to analyse and evaluate research already undertaken, to answer a research question. You might also draw from a rich array of primary sources e.g. diaries, photographs, paintings, notebooks etc.

You might use a mixed-method approach, particularly if just a quantitative method doesn’t provide enough rich data.

Evaluating past research papers and considering what methods have been used for similar investigations can be really useful.

Here are some examples to illustrate:

Writing up your methods section.

This will depend on your individual project and particular discipline. Not all projects require you to include a separate methodology section or an extensive explanation of methods used, check with your supervisor if you are unsure . However, if you do, as a general guide you should include:

• A description of the specific methodology and methods used. This will include a description of your materials/equipment, the procedures that were followed and how the data was collected
• An explanation and justification of why, given your available resources, this was the most appropriate approach to answer your research question
• Explanation of how you processed, interpreted and analysed that data
• Limitations to your methods, such as time, access or expense

Be as specific as possible. Anyone reading your methods section should be able to replicate your research.

• Schools & departments

Critical thinking

Advice and resources to help you develop your critical voice.

Developing critical thinking skills is essential to your success at University and beyond.  We all need to be critical thinkers to help us navigate our way through an information-rich world. 

Whatever your discipline, you will engage with a wide variety of sources of information and evidence.  You will develop the skills to make judgements about this evidence to form your own views and to present your views clearly.

One of the most common types of feedback received by students is that their work is ‘too descriptive’.  This usually means that they have just stated what others have said and have not reflected critically on the material.  They have not evaluated the evidence and constructed an argument.

What is critical thinking?

Critical thinking is the art of making clear, reasoned judgements based on interpreting, understanding, applying and synthesising evidence gathered from observation, reading and experimentation. Burns, T., & Sinfield, S. (2016)  Essential Study Skills: The Complete Guide to Success at University (4th ed.) London: SAGE, p94.

Being critical does not just mean finding fault.  It means assessing evidence from a variety of sources and making reasoned conclusions.  As a result of your analysis you may decide that a particular piece of evidence is not robust, or that you disagree with the conclusion, but you should be able to state why you have come to this view and incorporate this into a bigger picture of the literature.

Being critical goes beyond describing what you have heard in lectures or what you have read.  It involves synthesising, analysing and evaluating what you have learned to develop your own argument or position.

Critical thinking is important in all subjects and disciplines – in science and engineering, as well as the arts and humanities.  The types of evidence used to develop arguments may be very different but the processes and techniques are similar.  Critical thinking is required for both undergraduate and postgraduate levels of study.

What, where, when, who, why, how?

Purposeful reading can help with critical thinking because it encourages you to read actively rather than passively.  When you read, ask yourself questions about what you are reading and make notes to record your views.  Ask questions like:

• What is the main point of this paper/ article/ paragraph/ report/ blog?
• Who wrote it?
• Why was it written?
• When was it written?
• Has the context changed since it was written?
• Is the evidence presented robust?
• How did the authors come to their conclusions?
• Do you agree with the conclusions?
• What does this add to our knowledge?
• Why is it useful?

Our web page covering Reading at university includes a handout to help you develop your own critical reading form and a suggested reading notes record sheet.  These resources will help you record your thoughts after you read, which will help you to construct your argument. 

Reading at university

Developing an argument

Being a university student is about learning how to think, not what to think.  Critical thinking shapes your own values and attitudes through a process of deliberating, debating and persuasion.   Through developing your critical thinking you can move on from simply disagreeing to constructively assessing alternatives by building on doubts.

There are several key stages involved in developing your ideas and constructing an argument.  You might like to use a form to help you think about the features of critical thinking and to break down the stages of developing your argument.

Features of critical thinking (pdf)

Features of critical thinking (Word rtf)

Our webpage on Academic writing includes a useful handout ‘Building an argument as you go’.

Academic writing

You should also consider the language you will use to introduce a range of viewpoints and to evaluate the various sources of evidence.  This will help your reader to follow your argument.  To get you started, the University of Manchester's Academic Phrasebank has a useful section on Being Critical. 

Academic Phrasebank

Developing your critical thinking

Set yourself some tasks to help develop your critical thinking skills.  Discuss material presented in lectures or from resource lists with your peers.  Set up a critical reading group or use an online discussion forum.  Think about a point you would like to make during discussions in tutorials and be prepared to back up your argument with evidence.

For more suggestions:

Developing your critical thinking - ideas (pdf)

Developing your critical thinking - ideas (Word rtf)

Published guides

For further advice and more detailed resources please see the Critical Thinking section of our list of published Study skills guides.

Study skills guides  

Writing Development

• How we can help you
• reflective writing
• dissertations
• literature reviews
• assignment toolkit
• Exams & revision
• Critical thinking
• Postgraduates
• Skills for study

What is critical thinking?

Critical thinking can mean slightly different things in different disciplines but generally it means that you should:

• keep an open mind
• ask questions
• think about implications 
• make judgments based on evidence
• consider your own biases

ebooks we recommend

Critical Writing

Critical thinking mooc, a new mooc from the university of leeds - critical thinking at university: a n introduction.

The MOOC is a 2-week course that will run monthly. It is primarily aimed at first year undergraduate students but would be useful for any student who might be unfamiliar with critical thinking in a university setting. You will need to register but it's free!

“Critical Thinking at University: An Introduction”

print books we recommend

Guide to Critical Thinking

• Critical Thinking
• << Previous: Exams & revision
• Next: Postgraduates >>
• Last Updated: Mar 20, 2024 12:53 PM
• URL: https://guides.library.lincoln.ac.uk/aws
• Admin login
• ICT Support Desk
• Policy Statement
• www.lincoln.ac.uk
• Accessibility
• Privacy & Disclaimer

• Programs & Services
• Delphi Center

Ideas to Action (i2a)

• What is Critical Thinking?

The ability to think critically calls for a higher-order thinking than simply the ability to recall information.

Definitions of critical thinking, its elements, and its associated activities fill the educational literature of the past forty years. Critical thinking has been described as an ability to question; to acknowledge and test previously held assumptions; to recognize ambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments and decisions; and to clarify, articulate, and justify positions (Hullfish & Smith, 1961; Ennis, 1962; Ruggiero, 1975; Scriven, 1976; Hallet, 1984; Kitchener, 1986; Pascarella & Terenzini, 1991; Mines et al., 1990; Halpern, 1996; Paul & Elder, 2001; Petress, 2004; Holyoak & Morrison, 2005; among others).

After a careful review of the mountainous body of literature defining critical thinking and its elements, UofL has chosen to adopt the language of Michael Scriven and Richard Paul (2003) as a comprehensive, concise operating definition:

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.

Paul and Scriven go on to suggest that critical thinking is based on: "universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue, assumptions, concepts, empirical grounding; reasoning leading to conclusions, implication and consequences, objections from alternative viewpoints, and frame of reference. Critical thinking - in being responsive to variable subject matter, issues, and purposes - is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking."

This conceptualization of critical thinking has been refined and developed further by Richard Paul and Linder Elder into the Paul-Elder framework of critical thinking. Currently, this approach is one of the most widely published and cited frameworks in the critical thinking literature. According to the Paul-Elder framework, critical thinking is the:

• Analysis of thinking by focusing on the parts or structures of thinking ("the Elements of Thought")
• Evaluation of thinking by focusing on the quality ("the Universal Intellectual Standards")
• Improvement of thinking by using what you have learned ("the Intellectual Traits")

Selection of a Critical Thinking Framework

The University of Louisville chose the Paul-Elder model of Critical Thinking as the approach to guide our efforts in developing and enhancing our critical thinking curriculum. The Paul-Elder framework was selected based on criteria adapted from the characteristics of a good model of critical thinking developed at Surry Community College. The Paul-Elder critical thinking framework is comprehensive, uses discipline-neutral terminology, is applicable to all disciplines, defines specific cognitive skills including metacognition, and offers high quality resources.

Why the selection of a single critical thinking framework?

The use of a single critical thinking framework is an important aspect of institution-wide critical thinking initiatives (Paul and Nosich, 1993; Paul, 2004). According to this view, critical thinking instruction should not be relegated to one or two disciplines or departments with discipline specific language and conceptualizations. Rather, critical thinking instruction should be explicitly infused in all courses so that critical thinking skills can be developed and reinforced in student learning across the curriculum. The use of a common approach with a common language allows for a central organizer and for the development of critical thinking skill sets in all courses.

• SACS & QEP
• Planning and Implementation
• Why Focus on Critical Thinking?
• Paul-Elder Critical Thinking Framework
• Culminating Undergraduate Experience
• Community Engagement
• Frequently Asked Questions
• What is i2a?

Copyright © 2012 - University of Louisville , Delphi Center

• Opportunities
• Foundation Funding
• Case Studies

Below are the 13 skills that the University and employers regard as important to help you succeed in your academic study and career. Click on any of the skills to see the related University of Leeds Graduate Attributes that help you to describe and demonstrate that skill. Use https://leedsforlife.leeds.ac.uk/Skills to record evidence of how you have developed your skills.

• Communication skills
• Team Working
• Creative Problem Solving
• Commercial Awareness
• Flexibility
• Planning & Organisation
• Analytical Skills
• Research Skills
• Critical Thinking
• Independent Working
• Time Management
• The ability to take responsibility and/or provide direction for a team
• The ability to work in a collegial way towards a common goal
• Awareness of one’s own skills and abilities and confidence in articulating them
• To respond sensitively and appropriately to the needs of different stakeholders and circumstances
• Responsible awareness of and respect for other perspectives and sensitivities, whether local, national or international and the implications for individual behaviour
• Self belief and confidence in one’s own ability to influence decisions and outcomes
• The ability to build rapport with others
• To articulate one’s own skills and abilities confidently and convincingly, tailored to the target audience as appropriate
• Honesty and openness and with a sense of academic and social responsibility
• To analyse information, synthesise views, make connections and, where appropriate, propose creative solutions
• To read, present and communicate complex knowledge in a way in which is comprehensible and relevant to the needs of others
• Engagement with society and individuals, acknowledging and managing preconceptions or prejudice
• The ability to work autonomously, take the initiative and to be self-directed in undertaking tasks
• The ability to think flexibly and independently
• Critical intelligence and the ability to question received ideas
• The ability to identify and define problems and evaluate the merits of particular solutions
• Understanding and experience of the research methods used to investigate and establish knowledge, and its boundaries, in a particular discipline
• To analyse information, synthesis views, make connections and, where appropriate, propose creative solutions
• Engagement with knowledge which is not restricted to traditional boundaries
• Open mindedness when dealing with change
• The ability to identify and define problem and evaluate the merits of particular solutions
• The ability to make unbiased judgements
• Awareness of ethical considerations and consequences of different approaches
• To manage time and workload effectively
• Awareness and understanding of business, commercial and/or social issues and opportunities and the expectations of prospective employers
• To reflect and benefit from one’s own learning and that of others
• Readiness to take responsibility for one’s own academic and professional development and learning
• To reflect on and benefit from one’s own learning and that of others
• Motivation, drive and enthusiasm
• To be critically aware of, and informed by, current knowledge, and its possible applications, in a discipline or professional specialism

• © University of Leeds
• Accessibility
• Freedom of information
• Terms & Conditions

• Bespoke UCAT Tuition
• Online UCAT Course
• UCAT Question Bank
• Bespoke Personal Statement Support
• Personal Statement Portal
• Example Personal Statements
• Personal Statement Review
• Medicine Application Packages
• Medicine Interview Preparation
• MMI Interview Course

MMI Question Bank

• Interview Preparation
• Mock Interviews
• Interview Question Bank
• Example Questions
• 100+ Questions & Answers
• Practice Interviews
• SFP Question Bank
• Online CASPer Course
• CASPer Question Bank
• Private CASPer Tutoring
• Articles & Resources
• CASPer: Complete Guide
• OET Question Bank
• 500+ Practice Questions
• Bespoke OET Tutoring
• Online OET Course
• Online OET Tutoring
• Dentistry Interview Preparation
• UCAT Prep Packages
• Dentistry Mock Interviews
• UK Dental School Questions
• US Dental School Questions
• 200+ Questions & Answers
• DFT SJT Question Bank
• DFT SJT Tutors
• 200+ DFT SJT Questions
• CASPer Complete Guide
• Oriel Question Bank
• Oriel Tutoring
• Situational Judgement Guide
• Numeracy Guide
• Practice Questions
• Online Course & Question Bank
• Private Tutoring
• Sample Paper
• Pharmacy Interview Preparation
• Pharmacy Mock Interviews
• Pharmacy Interview Question Bank
• Interview Tutoring
• UK Law School Interview Questions
• US/Canada Interview Questions
• Example Questions & Answers
• Application Support
• Articles & Free Resources
• 100+ Interview Questions & Answers
• Application & Interview Preparation
• Application Question Bank
• Free Articles & Resources
• Interview Tutoring & Mocks
• Interview Tuition & Mocks
• Dentistry Question Bank
• Nursing Question Bank
• PA Question Bank
• Medicine Interview Tips & Articles
• UK Medical School Interview Questions
• US & Canada
• Australia & NZ
• Interview Questions & Answers
• Nursing Questions & Answers
• PA Questions & Answers
• Physio Questions & Answers
• 11+ Exam Question Bank
• 11+ Exam Tutors
• 2,000+ Questions & Answers
• Bespoke 11+ Support
• 11+ Maths Practice Test
• 11+ English Practice Test
• 11+ NVR Practice Test
• 11+ VR Practice Test
• 11+ Interview Question Bank
• 200+ Interview Questions & Answers
• 16+ Interview Question Bank
• Interview Preparation & Mocks
• GCSE Biology Tutors
• GCSE Chemistry Tutors
• GCSE Physics Tutors
• GCSE Maths Tutors
• Biology Past Papers
• Chemistry Past Papers
• Physics Past Papers
• Online TSA Course
• Private TSA Tutoring
• Key Information
• TSA Past Papers
• TSA Essay Tips
• 200+ Questions & Answers
• Physio Questions & Answers

Leeds Dentistry Interview Questions & Tips

Past interview questions & tips, select section, leeds dentistry interview format.

Leeds receives around 450 applicants in an average year, of whom roughly 300 will receive interviews, with around 100 of these interviewees subsequently being made an offer.

You will be graded in a four step process. Firstly, minimum academic requirements are checked – Leeds requires at least AAA, including Biology and Chemistry. Next, your UCAS and BMAT will be combined and scored, with the top applicants being invited to interview. 

Leeds are helpful with the content of their MMI, and send a detailed pack to their interviewees, in which you will find information on station content and what in particular (if anything) you should prepare in advance.

Leeds uses MMIs (Multiple Mini Interviews). You should expect to move around a series of stations, and you will undertake a question or task at each. You will then receive an overall score from the combination of different stations – expect them to cover attributes like communication skills, empathy, analytic skills and ethical reasoning. Your attitudes will also be assessed, and the MMI is designed in accordance with the NHS Constitution values-based recruitment. Some stations may be held in clinics. Leeds Dentistry interviews are scheduled for the middle of February for UK/EU candidates and the last week of February for international candidates. No interviews are generally conducted outside these dates.

Leeds Dentistry Key Application & Interview Statistics

Overall success rate (total applicants : total spaces), percentage of candidates interviewed, interviewee success rate, optimise your interview performance.

Learn the best interview strategies and practice with past interview questions & model answers.

Leeds Dentistry Past MMI Stations & Interview Questions

Leeds places a focus on communication, responsibility & professionalism, ethics and understanding of issues in dentistry. You should also be prepared to answer questions on their specific course format (MChD/BChD) and bear in mind that part of their MMI is a presentation, which you will be expected to prepare beforehand on a topic of your choosing. Communication

• Why is communication so important to being a dentist?
• What kind of challenging communication situations might you find yourself in as a dentist? How would you approach these?
• Tell us about a team situation in which your communication skills have been essential to your group’s success.
• Are you a good leader?
• Do you believe that you work better in a team or independently?
• What do you know about the concept of patient-centred care? How should dentists communicate with their patients according to this model?
• Can you tell us about a group or team that you founded or organised?

  Responsibility & Professionalism

• Tell us about a time that you helped resolve a personal conflict between your friends or classmates.
• What do you know about the GDC (General Dental Council)?
• Imagine that one of your friends at dental school has found a previous student’s high-scoring essay, and suggests to you that you both use it as the foundation for your semester’s assignment. What would you say to them, and what issues would you consider when speaking to them?
• Do you think that all dentists should be obliged to work in the NHS?
• Imagine that whilst on work experience, you find another student looking at a patient’s private notes. How would you deal with this situation?
• A representative of a major manufacturer has offered you an incentive to switch from the product that you currently offer your patients, and take up their new product. How would you approach this situation and what are the major issues at play?
• Should all dental treatment be free on the NHS?
• Do you think it fair that some patients are denied braces due to not fitting the clinical criteria, despite potentially being in psychological pain due to the appearance of their teeth?

  Understanding of Dentistry & Issues in Dentistry

• Why do dentists recommend that water supplies should be fluoridated?
• What journals do you read to keep up to date with healthcare news?
• What is the role of public health and health promotion in dentistry?
• Who do dentists work with on a day-to-day basis?
• Do you think it is an issue that so many dentists work privately and spend a significant portion of their time on practice management rather than clinical work?
• Are you interested in research? How might you begin to focus your career in Dentistry towards research?
• Can you tell us about one major development in Dentistry during the last twenty years?
• Have you noticed the digitisation of Dentistry during your work experience? How do you think digitisation will further impact the profession?

  The Leeds Course

• Why are you interested in the course here at Leeds?
• Why does our unique course structure at Leeds appeal to you?
• Are you more interested in the practical components or the theoretical components of our Dentistry course?
• What most attracts you to the University of Leeds beyond the Dentistry course itself?
• What will you bring to the university?

Leeds Dentistry Interview Questions and Answers

Why have you chosen to study dentistry at leeds.

I have chosen to study Dentistry at the University of Leeds because of its unique integrated MChD/BChD course that harmoniously combines clinical dentistry, science, and personal development. The early clinical engagement, which is a hallmark of the Leeds curriculum, resonates with my desire for hands-on experience right from the start of my dental education. The course’s focus on developing critical thinking, independent working, and safe beginner dental practice skills aligns with my aspiration to become a well-rounded dental professional. Leeds’ commitment to cultural and societal transformation in dental education, addressing issues like health inequalities and accessibility, further motivates me to be a part of this forward-thinking institution.

How does the course structure at the University of Leeds, particularly the integration of various dental disciplines, align with your educational goals?

The integrated course structure at the University of Leeds, which brings together various dental disciplines, aligns seamlessly with my educational goals. This comprehensive approach, starting with co-taught modules in the first year with dental hygiene and dental therapy students, is pivotal for understanding the collaborative nature of dental practice. Progressing through the course, the blend of basic science, clinical practice, and professionalism, along with the opportunity to engage with different aspects of dentistry such as restorative, paediatric dentistry, and orthodontics, ensures a thorough and diverse learning experience. This structure prepares me not just in terms of clinical skills, but also in understanding the multifaceted roles within a dental team, which is crucial for my aspiration to become a competent and versatile dental professional.

Can you discuss the importance of the facilities at Leeds, such as the Dental Haptic Simulator Classroom, to your learning experience?

The state-of-the-art facilities at Leeds, such as the Dental Haptic Simulator Classroom, play a crucial role in my dental education. These advanced resources provide an immersive learning experience, enabling me to develop and refine my clinical skills in a controlled environment before transitioning to real patient care. The availability of a Medical Emergency simulation room enhances my preparedness for handling dental emergencies, a critical skill for any dentist. Moreover, having access to a well-stocked Health Science library directly above the School of Dentistry offers convenient access to a wealth of academic resources, further supporting my learning journey.

How do you view the role of DenStudy and Leeds University Dental Society (DentSoc) in supporting your dental studies?

The support structures at Leeds, such as DenStudy and the Leeds University Dental Society (DentSoc), are vital to a well-rounded dental education experience. DenStudy’s dedicated team providing tailored academic skills advice and pastoral care ensures that I have the necessary support to succeed academically and personally. DentSoc’s role in organising social, sports events, and professional talks offers a valuable platform for networking, professional development, and maintaining a balanced lifestyle. These support systems are integral to fostering a nurturing and engaging educational environment, crucial for my personal and professional growth during my dental studies.

How do Leeds' teaching methods and clinical exposure prepare you for your future dental career?

The University of Leeds’ balanced approach to teaching, combining traditional lectures with hands-on clinical learning, is ideal for preparing me for a successful dental career. The emphasis on student-centred, active, and engaging teaching methods will encourage me to take ownership of my learning, fostering critical thinking and problem-solving skills. Clinical exposure across Leeds Dental Hospital and outreach centres offers the opportunity to treat a diverse range of patients, preparing me for the varied clinical needs I will encounter in my future practice. This practical experience, guided by highly qualified dental educators, is invaluable in developing my clinical competence and confidence.

Dentistry Interview Hot Topics & Interview Techniques

Click Here (Available to Dentistry MMI Question Bank subscribers)

200+ Questions, Model Answers with Expert Techniques & Simulated Interview Circuits

Past Interview Questions

Free Past Dental School Interview Questions & University Specific Techniques

MMI Interview Courses

20+ Interview Stations & Expert Feedback. The Leading MMI Interview Preparation Course, Taught By Interview Specialists.

Dentistry Interview Question Bank

Dental School Interview Articles

Need help? Email: [email protected]

Preparation

Useful links, contact us / opening hours.

• Monday - Friday: 9am - 8pm
• Saturday: 10am - 4pm
• [email protected]
• (020) 3393 8934
• Blackstone Tutors Ltd International House 142 Cromwell Road Kensington London SW7 4ET

Intensive BMAT Course

Bmat timetable.

• 10:00 - 11:00: BMAT Section 1 Techniques & Practice Questions
• 11:00 - 11:15: BMAT Section 1 Mock Exam
• 11:15 - 11:30: BMAT Section 1 Feedback
• 11:30 - 11:45: Morning Break
• 11:45 - 12:45: BMAT Section 2 Key Content & Practice Questions
• 12:45 - 13:00: BMAT Section 2 Mock Exam
• 13:00 - 13:15: BMAT Section 2 Feedback
• 13:15 - 14:00: Lunch Break
• 14:00 - 15:00: BMAT Section 3 Techniques & Implementation
• 15:00 - 16:00: BMAT Section 3 Mock Exam, Feedback & Further Discussion
• 16:00 - 16:30: Exclusive Interview Insight

The BMAT Course

Sample questions, please select your exam:.

• USMLE Step 1

Reading Critically Online

In this workshop, we will explore what it means to read critically, and apply a critical thinking model to help you question your reading. Finally we will reflect on how the model applies in your disciplinary context.

Learning outcomes:

• Explain the purpose and importance of critical thinking and reading for research  
• Use a critical thinking model to engage in active critical reading
• Consider the usefulness of the critical thinking model to your discipline 

Event Organizer

More events like this....

Critical thinking: Home

• Learning from lectures
• Managing your time
• Effective reading
• Evaluating Information
• Critical thinking
• Presentation skills
• Studying online
• Writing home
• Maths and Statistics Support
• Problem solving
• Maths skills by discipline
• Introduction to research skills
• Primary research
• Research methods
• Managing data
• Research ethics
• Citing and referencing
• Searching the literature
• What is academic integrity?
• Referencing software
• Integrity Officer/Panel
• Intellectual property and copyright
• Digital skills home

• analysing – breaking information down and drawing together your own judgements of the evidence, then synthesising or recombining it in different ways and explaining how parts fit into a whole

• reasoning – using a logical process to build an argument
• evaluating – judging the strength of an argument and ensuring that it is well supported. For more information on this key skill take a look at the Evaluating Information page on this site. 

This process involves (click to read more...)

This process involves:

• critical reading – questioning the information and arguments in the text
• critical reflection – deepening your learning by focusing on your experiences to help you clarify your thinking
• reasoning – developing a line of reasoning to reach a conclusion
• critical writing – supporting your argument, be clear, well-structured and well-referenced

You can use the learning cycle and the six questions (5W + 1H system) to trigger your critical thinking.

Think about the six questions: What, Who, When, Where, Why, and How, as demonstrated in the table below.

Six questions (5W+1H) to trigger your critical thinking (adapted from  Aveyard   et al., 2015).

This is the learning cycle that can help you reflect on your learning process. In this cycle there are four stages, as summarised in the diagram below.

[Click on the image to enlarge.]

  Learning cycle (adapted from  Batista,  2007).  Summary of a learning cycle which can be used to bring about critical thinking.

References and Acknowledgements (click to read more...)

References 

Aveyard, H., Sharp, P. and Wooliams, M. (2015) A beginner's guide to critical thinking and writing in health and social care , 2nd ed. Maidenhead: Open University Press, p. 19. Available from: http://lib.myilibrary.com/Open.aspx?id=332096  [Accessed 14 July 2016].  

Batista, E. (2007) Executive coaching change management . Available from:  http://www.edbatista.com/2007/10/experiential.html  [Accessed 14 July 2016].

Plagrave (n.d.) Critical thinking skills IN: Skills4StudyCampus . London: Palgrave Macmillan Higher Education. Available from: http://www.skills4studycampus.com/palgrave/ [Accessed 18 July 2016]. 

Acknowledgement

“Question” icon by Vandita Malhodra from the Noun Project https://thenounproject.com/shital777/icon/329956/  

(Used in table 1 next to ‘What’).

“About Us” icon by Ben Peetermans from the Noun Project  https://thenounproject.com/term/dollar-currency/105366/

(Used in table 1 next to ‘Who’. Icon revised by Gil Dekel).

“Calendar” icon Bohdan Burmich from the Noun Project https://thenounproject.com/term/earth/409094/

(Used in table 1 next to ‘When’).

“Location” icon by Ecem Afacan from the Noun Project https://thenounproject.com/ecem.afacan.5/icon/408403/

(Used in table 1 next to ‘Where’).

“Crowdsourcing” icon By Iconathon https://thenounproject.com/term/crowdfunding/14296/

(Used in table 1 next to ‘Why’).

“Tutorial” icon by Peipei Feng from the Noun Project https://thenounproject.com/kaipei.feng/icon/70354/

(Used in table 1 next to ‘How’).

Head image by Max Griboedov/Shutterstock (image ID:332573291).

Related resources:

• Skills for study

Critical thinking: an introduction  - This recorded workshop by the University of Southampton looks at what critical thinking and how to do it.

Critical thinking - by Leeds University

Critical Thinking - by QualiaSoup

Sort Fact from Fiction Online with Lateral Reading - by Stanford History Education Group

Critical Thinking Fundamentals - by Northern Illinois University, Wireless Philosophy

Critical thinking  by  University of  Southampton  [PDF].

Critical thinking  by  Plymouth University  [PDF]. 

Be more critical  - a practical guide to critical thinking, produced by Oxford Brookes University for Health Sciences students [PDF].

Critical appraisal of a journal article  by University College London [PDF].

Critical thinking module - Skills for Study modular resource. Log in with your University account for access.

Critical thinking toolkit  - produced by De Montfort University this course looks at critical reading, writing, confirmation bias and evaluating information effectively.

The difference between descriptive and critical writing by the Open University 

Evaluating information - a 7 minute tutorial from the University of Southampton which covers thinking critically, and understanding how to find quality, reliable information. 

Fake news - tips for spotting this online by BBC Bitesize 

Problem solving and analytical skills by Kent University.

Reflective learning by Reading University.

Reflective writing  - a 15 minute tutorial by Teesside University

Critical thinking skills

What did you think of our website?  Click here to fill out our short feedback form  and help us improve our service! 

• Last Updated: Mar 13, 2024 3:14 PM
• URL: https://library.soton.ac.uk/sash/critical-thinking