It therefore could be judged that the quality of an academic programme will equate to positive academic success.
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This assignment aims to explore how occupational therapy students can develop their critical thinking skills and embed those skills within assignments.
The development and support of academic skills are paramount in the academic success of students.
Race (2014) argues in the end, it is the development of study skills, such as critical thinking that will align with academic success.
Therefore, if secondary schools are failing to develop critical thinking skills, then universities need to ensure these skills are developed.Critical thinking is a key concept well established within higher education (Moon, 2008, p.6).Students arriving from secondary schools or further education colleges have been found to struggle with transition in teaching methods.This in turn can affect their mental health (Moon, 2009, p.163-4).Critical thinking is an important skill for students studying occupational therapy.Often these students expect to be taught (Cotterell, 2017, p.12) and this can be a barrier to develop skills such as critical thinking.This, in turn makes it difficult to achieve academic success within higher education.Therefore, students are obtaining knowledge but are not developing the questioning/reasoning aspect linked to critical thinking.It is acknowledged that some subjects naturally have more of a tendency towards developing critical thinking such as Ethics and Philosophy, and perhaps entry requirements for student programmes should consider requesting specific subjects that nurture critical thinking.Higher education establishments will look to providing a quality product, which is measured by the student experience (Fox, 2011, p.149).The NSS requests the views of undergraduate final year students (National Student Survey, 2018a).