At the Institute of Public Safety, we conduct a scenario weekend at the end of the academy. The weekend lasts approximately 30 hours, and the recruits experience a variety of civil and criminal scenarios. During these scenarios, I am routinely disappointed in the student’s performance during one scenario or another. As a result, I asked the instructors what we could do to enhance performance without teaching the scenario. Their view is less critical than mine, and they tell me the students’ performance, for the most part, is where it should be or at least what the instructor expects to see during these scenarios. However, I ask myself, should we be satisfied with the status quo? There must be a way to enhance performance without teaching every possible scenario. 

The thought process reminded me that I said critical thinking could be taught. In discussion with my son, he did what I did to him as a child; he asked me the definition of critical thinking. The question gave me pause. Admittedly, I had not taken the time to define critical thinking as I was in the weeds with the problem as I saw it and did not look at it from an elevated view. Quickly, as if to say gotcha, my son provided the following definition. “the objective analysis and evaluation of an issue in order to form a judgment” (Oxford Languages Dictionary).

Immediately, I thought, wow, that sounds like probable cause. We teach that every day and think nothing of the task, which helped me to view the problem differently. What came to mind is the all-hazards approach to dealing with critical incident responses. Whether natural or manufactured, disasters require the completion of many of the same duties. If we take the all-hazards approach to respond to calls for service, we get the students used to critical thinking. Those thoughts led me to something written in our response to calls guide at my former agency.  We need to teach the trainee that they must:

• Let dispatch know they are en route
• Let dispatch know they are on scene
• Identify the victim and verify the crime
• Identify if medical attention is needed
  • If so, get it 
• If they are dealing with a crime
  • Establish a time and location of occurrence
• Identify the suspect 
  • if on scene, detain them
  • if not, get a description, direction, and mode of travel if known
  • if required, broadcast information to responding units
• Attempt to locate and question witnesses
• Establish whether probable cause exists
  • If so, make an arrest or issue a sworn complaint
  • If not, follow department policy for reporting requirements
• complete and issue required paperwork

Hopefully, establishing these steps in the program will help with critical thinking and learning throughout the academy.