Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course

Ensino Das Habilidades Do Pensamento Crítico Por Meio De Problem Based Learning

“…9,13,21 Similar to the findings of this research, a qualitative study 25 conducted in Indonesia divided a group of 73 students into two groups: one applied PBL and the other, applied the PBL to research group (GI). In the latter, students were encouraged to plan, make and display the stages of learning.…”

“…5,8,10 Studies indicate that the possible consequences of CT application in nursing care are taken from accurate clinical decision and reach effective results in the interventions, determining greater satisfaction in users and nurses. 5,8,10,13 Regarding students' perception in the evaluative instrument, they reported that, prior to the course, besides insecurity and fear they had a poor understanding of the conducts in the BLS. During the course through the lived experiences the fears were overcome, mainly due to the activities of experience exchange.…”

“…As the present study attempts to do, conducting research comparing teaching methods or methodologies appears to be suitable, which considers CT as a superior mental function achieved within a Zone of Proximal Development (ZPD) or a stimulus to a conscious behavior of the student, as proposed by Vygotsky's Historical-Cultural Theory. [11][12][13][14][15][16] As an indispensable tool for care practice, CT should not be confused with innate capacity, but understood as an ability that can be taught and learned.…”

“…14 However, it should be emphasized that forms of assimilation and learning are influenced by cultural factors, and validation or refutation of findings of foreign research through replication in other countries should occur. 15 The national and international literature 9,[11][12][13][14] has positively highlighted PBL as a methodology for mobilizing CT skills, however, there is still little intervention-type research that replicates or evaluates CT skills in nursing students in Brazil. 9 In view of this finding, the present study aims to comparatively analyze the perceptions of students from two class groups regarding the implicit teaching of critical thinking in a BLS course.…”

Developing Critical Thinking Skills in Pharmacy Students

“…As an example, one study in nursing used a standardized assessment of CT (California Critical Thinking Skills Test) to compare lecture to problem-based learning in a pre-post design. 35 Examining pre-to-post changes, PBL show an effect size of 0.42 whereas lecture was 0.010. When comparing the post-scores from PBL to lecture, the effect size was 0.44.…”