ABSTRACT
Having considered the critical skills you utilise in everyday life, Chapter 2 moves on to critical approaches in your academic work; how you can transfer those same skills to university. First, it will consider what lecturers mean when they ask for critical thinking, before unpicking some common misconceptions. It will then consider surface approaches to assessments and healthcare topics comparing them to deeper, more critical positions. This will allow you to recognise the difference and ensure you adopt the latter attitude in your own work.
