Evaluation of tools used to measure critical thinking development in nursing and midwifery undergraduate students: A systematic review

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>

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Prevalence of anxiety, depression and suicidal behaviors among Brazilian undergraduate students: A systematic review and meta-analysis

Journal of Affective Disorders ◽

10.1016/j.jad.2020.12.108 ◽

2021 ◽

Vol 282 ◽

pp. 147-159

Author(s):

Lauro Miranda Demenech ◽

Adriano Trassantes Oliveira ◽

Lucas Neiva-Silva ◽

Samuel C. Dumith

Keyword(s):

Systematic Review ◽

Undergraduate Students ◽

Meta Analysis ◽

Suicidal Behaviors ◽

Anxiety Depression

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Prevalence and risk factors for mental health problems in university undergraduate students: A systematic review with meta-analysis

Journal of Affective Disorders ◽

10.1016/j.jad.2021.03.054 ◽

2021 ◽

Author(s):

Elena Sheldon ◽

Melanie Simmonds-Buckley ◽

Claire Bone ◽

Thomas Mascarenhas ◽

Natalie Chan ◽

...

Keyword(s):

Mental Health ◽

Risk Factors ◽

Systematic Review ◽

Undergraduate Students ◽

Mental Health Problems ◽

Meta Analysis ◽

Health Problems ◽

University Undergraduate Students

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Active teaching model to promote critical thinking

Revista Brasileira de Enfermagem ◽

10.1590/0034-7167-2018-0002 ◽

2019 ◽

Vol 72 (1) ◽

pp. 293-298

Author(s):

Fábio da Costa Carbogim ◽

Larissa Bertacchini de Oliveira ◽

Melina Mafra Toledo ◽

Flávia Batista Barbosa de Sá Diaz ◽

Greicy Kelly Gouveia Dias Bittencourt ◽

...

Keyword(s):

Critical Thinking ◽

Undergraduate Students ◽

Educational Intervention ◽

Life Support ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teaching Model ◽

Active Teaching ◽

Two Phases ◽

Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

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Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

International Education Studies ◽

10.5539/ies.v10n7p65 ◽

2017 ◽

Vol 10 (7) ◽

pp. 65 ◽

Cited By ~ 7

Author(s):

Zetriuslita Zetriuslita ◽

Wahyudin Wahyudin ◽

Jarnawi Jarnawi

Keyword(s):

Number Theory ◽

Critical Thinking ◽

Undergraduate Students ◽

Problem Based Learning ◽

Cognitive Conflict ◽

Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Significant Difference ◽

Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

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