Critical Thinking Disposition

Critical Thinking Disposition-45
Recently, there is a broad consensus that problem-based learning (PBL), a pedagogical approach widely accepted in medical education, has a positive effect on active learning and learning outcomes [1,2,3].

Recently, there is a broad consensus that problem-based learning (PBL), a pedagogical approach widely accepted in medical education, has a positive effect on active learning and learning outcomes [1,2,3].

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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.

One 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 statement presented by Scriven and Paul in 1987 said, “Critical thinking is the ability to apply higher-order cognitive skills (conceptualization, analysis, evaluation) and the disposition to be deliberate about thinking (being open-minded or intellectually honest) that lead to action that is logical and appropriate” [21].

The consensus regarding critical thinking characterizes it as a self-adjusting process of judging what to believe and what to do in a given context [22].

Comparing to graduates from traditional curriculum schools, graduates from active learning curriculum schools rated themselves higher not only on the typical PBL-related competencies, for example, the abilities of interpersonal communication, problem-solving, self-directed and lifelong learning, as well as information gathering, but also on the more general work-related skills which are deemed as the crucial aspect for success in professional practice, such as writing reports, presenting papers, doing research, producing new ideas, being able to work independently, being efficient and being able to work under pressure [7].

Schools adopting active-learning curricula had higher graduation rate than schools with conventional curricula, students graduated earlier than their counterparts from conventional schools [8].

Overall, PBL aims to foster the ability of interdisciplinary knowledge application, self-directed learning, critical thinking, communication and collaborative skills, teamwork, information searching and management, and professional values.

Thus, PBL has become a modern-day educational strategy, particularly in medical education [6, 9, 10].

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