P-833 - To study the effect of problem-solving skill education on first year high school male students in songhor koliayi township in academic year

Amirian, K.

doi:10.1016/s0924-9338(12)75000-9

Cited by 1 publication

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“…When putting forward the theoretical framework of skills and competencies in the 21st century, the Organization for Economic Cooperation and Development takes complex problem-solving (CPS) skills as an important component and brings them into the evaluation system of the Program for International Student Assessment [ 1 ]. Previous research results have proved that there is a significant positive correlation between CPS skills and academic performance [ 2 ], that is, the stronger the problem-solving skill, the better the academic performance. Similarly, it is also considered to have a great influence on career selection [ 3 ], career development [ 4 ], and job competency training [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

Factors influencing the complex problem-solving skills in reflective learning: results from partial least square structural equation modeling and fuzzy set qualitative comparative analysis

Ying

Lou

et al. 2023

BMC Med Educ

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Background The Organization for Economic Cooperation and Development emphasizes the importance of complex problem-solving (CPS) skills in the 21st century. CPS skills have been linked to academic performance, career development, and job competency training. Reflective learning, which includes journal writing, peer reflection, selfreflection, and group discussion, has been explored to improve critical thinking and problem-solving abilities. The development of various thinking modes and abilities, such as algorithmic thinking, creativity, and empathic concern, all affect problem-solving skills. However, there is a lack of an overall theory to relate variables to each other, which means that different theories need to be integrated to focus on how CPS skills can be effectively trained and improved. Methods Data from 136 medical students were analyzed using partial least square structural equation modeling (PLSSEM) and fuzzy set qualitative comparative analysis (fsQCA). A hypothesized model examining the associations between the CPS skills and influence factors was constructed. Results The evaluation of the structural model showed that some variables had significant influences on CPS skills, while others did not. After deleting the insignificant pathways, a structural model was built, which showed that mediating effects of empathic concern and critical thinking were observed, while personal distress only had a direct effect on CPS skills. The results of necessity showed that only cooperativity and creativity are necessary conditions for critical thinking. The fsQCA analysis provided clues for each different pathway to the result, with all consistency values being higher than 0.8, and most coverage values being between 0.240 and 0.839. The fsQCA confirmed the validity of the model and provided configurations that enhanced the CPS skills. Conclusions This study provides evidence that reflective learning based on multi-dimensional empathy theory and 21 stcentury skills theory can improve CPS skills in medical students. These results have practical implications for learning and suggest that educators should consider incorporating reflective learning strategies that focus on empathy and 21 stcentury skills to enhance CPS skills in their curricula.

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