Influence of critical thinking disposition on the learning efficiency of problem-based learning in undergraduate medical students

Abstract

BackgroundProblem-based learning (PBL), a pedagogical approach, is widely accepted in medical education. Manipulated by many factors, the internal motivation of learner is the most crucial determinant that affects the nature of the outcome, in which the influences of critical thinking (CT) remained elusive.MethodsOne hundred two third-year undergraduate medical students at Peking University were involved in this study. A Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV) was used to assess the CT disposition, and the performance scores of students in PBL tutorials were compiled. A parametric bivariate correlation analysis was performed between the students’ CT scores and their PBL average scores. The PBL scores were compared between the strong and weak CT disposition groups using independent t-test. The analysis of numerical data was conducted using SPSS 16.0.ResultsCT disposition of third-year undergraduate medical students at Peking University was at a positive level, with an average score of 297.72. The total CT scores had a positive correlation with the scores of the PBL performance and its five dimensions significantly. In the majority, students with Strong-CT disposition obtained higher scores in PBL tutorials compared with students with Weak-CT disposition. The performance of these two groups was significantly different in the Late-Half but not in the Early-Half PBL tutorials. Furthermore, a significant improvement was observed in the students with strong CT but not weak CT dispositions.ConclusionCT disposition positively correlates to a students’ PBL performance. Students with stronger CT dispositions perform better in the PBL process and obtain higher scores. Our work suggested that the open-mindedness of the CT disposition is the primary factor that determines the improvement of the preparation dimensions in the PBL process.

The correlation between critical thinking and emotional intelligence, conflict management modes in Chinese medical undergraduates: a cross-sectional study

“…Students met or exceeded the 40-point cut on the open-mindedness, analyticity, inquisitiveness, and cognitive maturity subscales. Similar to other studies, inquisitiveness was found to score the highest [7,36]. High scores for inquisitiveness indicated a greater potential for the improvement of CT and clinical practice capabilities.…”

“…Health professionals need to effectively cope with complex and demanding clinical situations in fast rhythm environments. Medical workers need advanced CT skill to accomplish actions that directly affect patient results [7,8]. These actions include analyzing patients' cases, considering patients' emotions and weighing possible therapeutic measures, then recognizing which treatment is the most appropriate [9].…”

Psychometric properties of an instrument to assess critical thinking disposition and metacognition in dental students

“…More targeted outcome measures might show stronger relationships with aspects of critical thinking. For instance, a study of medical students found that performance on problem‐based learning exercises correlated positively with critical thinking disposition, and a study involving medical residents showed that concept mapping ability is associated with critical thinking . Since critical thinking does not necessarily correspond to academic achievement, there has been a movement toward authentic assessment, which places critical thinking appraisal in the context of simulated scenarios or actual patient care settings …”

PBL facilitator training focusing on the skills of promoting student critical thinking

“…All the students showed positive scores in CCTDI with an average of 297.72. CCTDI score showed also positive correlation with the PBL evaluation scores [17]. Furthermore, the performance of 193 medical students at Al Nafees medical school, Islamabad, Pakistan in a higher cognitive and clinical reasoning exam was improved after one-year PBL program [18].…”