Effect of critical thinking training on medical student ability: A longitudinal study (Preprint)

2019 ◽  
Author(s):  
Akbar Soltani Jr ◽  
Mahboobeh Khabaz Mafinejad ◽  
Maryam Tajik ◽  
Hamideh Moosapour ◽  
Taha Bayat
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Influential Factor ◽  
P Value ◽  
Routine Practice ◽  
Undergraduate Medical Students ◽  
Convenience Sample ◽  
Significant Difference

BACKGROUND Teaching critical thinking is one of the main requirements for a successful career in the medical profession. Given that healthcare is an uncertain domain and prone to diagnostic and management errors, improving critical thinking abilities of physicians could be an influential factor in medical routine practice, such as choosing treatment plans, making an accurate diagnosis and reducing the medical errors. OBJECTIVE The aim of the study was to evaluate the effects of holding a longitudinal critical thinking course on medical students’ skills. METHODS A longitudinal descriptive design was used with a convenience sample of 103 students; 91 students participated two times in completing a questionnaire each March from 2013 to 2016. The valid response rate was 88%. Students were asked to complete the California Critical Thinking Skills Test in the week before their first educational session. Posttest data were collected 6 to 8 weeks after the program. RESULTS Ninety-one medical students with the mean age of 20±2.8 years participated in this study. Forty-three of them were male (%47.3). The highest change in both pre and post-test scores was for the analysis part. We have a positive difference in all the subscales but the difference is not significantly meaningful for the inference and deductive part (P-value= 0.28 and 0.42). We found no significant difference between the scores of male and female (P=0.77). CONCLUSIONS The study indicated that teaching clinical thinking to undergraduate medical students could improve their critical thinking skills. Students performed the best in the analysis, inductive reasoning, and evaluation skills and their weakest skill was inference and deductive.

scholarly journals Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study

2021 ◽  
Vol 18 ◽  
pp. 14
Author(s):  
Akbar Soltani ◽  
Mahboobeh Khabaz Mafinejad ◽  
Maryam Tajik ◽  
Hamideh Moosapour ◽  
Taha Bayat ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Deductive Reasoning ◽  
Medical Curriculum ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

Purpose: Improving physicians’ critical thinking abilities could have meaningful impacts on various aspects of routine medical practice, such as choosing treatment plans, making an accurate diagnosis, and reducing medical errors. The present study aimed to measure the effects of a curriculum integrating critical thinking on medical students’ skills at Tehran University of Medical Sciences, Iran.Methods: A 1-group pre-test, post-test quasi-experimental design was used to assess medical students’ critical thinking abilities as they progressed from the first week of medical school to middle of the third year of the undergraduate medical curriculum. Fifty-six participants completed the California Critical Thinking Skills Test twice from 2016 to 2019.Results: Medical students were asked to complete the California Critical Thinking Skills Test the week before their first educational session. The post-test was conducted 6 weeks after the 2 and half-year program. Out of 91 medical students with a mean age of 20±2.8 years who initially participated in the study, 56 completed both the pre- and post-tests. The response rate of this study was 61.5%. The analysis subscale showed the largest change. Significant changes were found in the analysis (P=0.03), evaluation (P=0.04), and inductive reasoning (P<0.0001) subscales, but not in the inference (P=0.28), and deductive reasoning (P=0.42) subscales. There was no significant difference according to gender (P=0.77).Conclusion: The findings of this study show that a critical thinking program had a substantial effect on medical students’ analysis, inductive reasoning, and evaluation skills, but negligible effects on their inference and deductive reasoning scores.

Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

2004 ◽  
Vol 28 (3) ◽  
pp. 102-104 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Subramanya Upadhya ◽  
Sharmila Torke ◽  
K. Ramnarayan
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Case Studies ◽  
Teaching Strategy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Undergraduate Medical Students ◽  
Life Problems ◽  
Motivation For Learning

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before ( exam 1) and one after ( exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 ( P < 0.0001). Feedback from students indicated that this method was useful and challenging.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

scholarly journals The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

scholarly journals Implementasi Media Pembelajaran Komik Islam Untuk Meningkatkan Prestasi belajar dalam berpikir Kritis Siswa di Sekolah

2016 ◽  
Vol 17 (1) ◽  
pp. 110 ◽  
Author(s):  
Anip Dwi Saputro
Keyword(s):  
Student Achievement ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
P Value ◽  
Learning Achievement ◽  
Critical Thought ◽  
Post Test ◽  
Student Questionnaire ◽  
Research Experiment

The goals of this research are : determine learning achievement in students' critical thinking during the learning using the medium of comics Islam. This research is a research experiment using two classes; kontrol one class and one class treatment. In this study using respondents 72 students to test experimental comic learning media Islam. This research aims to improve student achievement in students' critical thinking about the use of pre test, post test and student questionnaire responses. Data from these assessments were analyzed using SPSS. 18.0 with Anacova test. The results showed that: (1) there is a relationship between learning achievement with the critical thinking skills of students because the p value (Sig.) Of <0.05, (2) there is a relationship between the media with critical thinking skills of students because the p value (Sig.) <0:05 and (3) there is influence student achievement and learning media to the critical thinking skills of students because the p value (Sig. Corrected Model) <0.05. Keywords : Islamic comics as learning resources, student testing grades, and critical thought.

scholarly journals Repeated Retrieval Practice to Foster Students’ Critical Thinking Skills

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Lara M. van Peppen ◽  
Peter P. J. L. Verkoeijen ◽  
Anita Heijltjes ◽  
Eva Janssen ◽  
Tamara van Gog
Keyword(s):  
Critical Thinking ◽  
Retrieval Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Syllogistic Reasoning ◽  
Learning Performance ◽  
Practice Effects ◽  
Significant Difference ◽  
Post Test ◽  
Repeated Retrieval

There is a need for effective methods to teach critical thinking. Many studies on other skills have demonstrated beneficial effects of practice that repeatedly induces retrieval processes (repeated retrieval practice). The present experiment investigated whether repeated retrieval practice is effective for fostering critical thinking skills, focusing on avoiding biased reasoning. Seventy-five students first took a pre-test. Subsequently, they were instructed on critical thinking and avoiding belief-bias in syllogistic reasoning and engaged in retrieval practice with syllogisms. Afterwards, depending on the assigned condition, they (1) did not engage in extra retrieval practice; (2) engaged in retrieval practiced a second time (week later); or (3) engaged in retrieval practiced a second (week later) and a third time (two weeks later). Two/three days after the last practice session, all participants took a post-test consisting of practiced tasks (to measure learning relative to the pre-test) and non-practiced (transfer) tasks. Results revealed no significant difference between the pretest and the posttest learning performance as judged by the mean total performance (MC-answers + justification), although participants were, on average, faster on the post-test than on the pre-test. Exploring performance on MC-answers-only suggested that participants did benefit from instruction/practice but may have been unable to justify their answers. Unfortunately, we were unable to test effects on transfer due to a floor effect, which highlights the difficulty of establishing transfer of critical thinking skills. To the best of our knowledge, this is the first study that addresses repeated retrieval practice effects in the critical thinking domain. Further research should focus on determining the preconditions of repeated retrieval practice effects for this type of tasks.

scholarly journals Perception of OSCE as An Assessment Tool in Undergraduate Students of Private Medical College in Karachi, Pakistan

2021 ◽  
Vol 15 (8) ◽  
pp. 2370-2374
Author(s):  
Saba Pario ◽  
Shaista Bashir Anwar ◽  
Zafar Haleem Baloch ◽  
Saira Ghafoor ◽  
Shazia Aftab ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Tool Material ◽  
P Value ◽  
Practical Skills ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Significant Difference

OBJECTIVE: To explore the perception of undergraduate students of United Medical and dental college towards objective structured clinical examination as an assessment tool. MATERIAL & METHODS: A cross-sectional observational study included undergraduate medical students, RESULTS: 153 students who completely filled the proforma were included in study among them 31% were male and 69% were females. Mostly agreed that stations in OSCE were simple and easily interpretable and assessed practical skills thoroughly. Majority of students accepted that skills inquired were taught in clinics, stations were according to course and stations were appropriately timed. 66 % confirmed that adequate instructions were provided before exam. 84.31% believed that OSCE is preferable to viva. 57.51% of candidates stated that examiners during OSCE were attentive and gracious but 20.91 % objected it , while 21.57% remained neutral. Almost half of examinees labelled it as comprehensive clinical assessment .Overall, 67.97 % perceived OSCE as demanding and tough assessment. Finally views of students for statement that OSCE is unbiased, reliable and valid were positive in 50.32%.There was a significant difference in the opinion of male and female( p-value is less than 0.05) in statement that OSCE thoroughly assessed practical skills, stations were according to course of instruction, Adequate instructions were provided before exam, superior and preferable to viva, assists in improvement of clinical skills, demanding and tough and finally OSCE was unbiased, reliable and valid CONCLUSION: OSCE was perceived as fair, comprehensive, un-biased format of examination but believed it was more stressful than traditional examination methods . KEY WORDS: Assessment, Attitude, OSCE, Perception, Undergraduate Medical students.

scholarly journals A SURVEY ANALYSIS OF PRE-SERVICE CHEMISTRY TEACHERS' CRITICAL THINKING SKILLS

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
Critical Thinking ◽  
Grade Level ◽  
Learning Experience ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Survey Analysis ◽  
Chemistry Teachers ◽  
Significant Difference

This study aimed at analyzing the level of students' critical thinking skills as well as investigating the correlation between students' critical thinking skills and their grade level. A survey involving 220 pre-service chemistry teachers of Yogyakarta State University, Indonesia was conducted. The sample was taken using the convenience sampling technique. The data were collected using a Critical Thinking Rubric (OHRCT) developed by Oliver-Hoyo (2003). The result of this study shows that (i) the average score of students' critical thinking skills was still considered low (13.95±2.151), (ii) abstract and written presentation appeared as the components that obtained the highest and the lowest score respectively, (iii) significant difference was found between the score of students' critical thinking skills based on grade level in favour of junior students (p=0.000), and (iv) a moderate positive and linear correlation existed between the students' critical thinking skills and grade level (r=0.442, p=0.000). The findings indicate that the improvement in students' critical thinking skills has certain influences on the improvement of students' cognition and learning experience after attending courses in chemistry. Based on the result, several recommendations have been proposed to improve university students' critical thinking skills.

scholarly journals The Effectiveness of Collaborative Learning Throughtechniques on Group Investigation and Think Pair Share Students' Critical Thinking Ability on Chemical Equilibrium Material

2021 ◽  
Vol 5 (1) ◽  
pp. 198
Author(s):  
Fajrina Fauzi ◽  
Maria Erna ◽  
Roza Linda
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Hypothesis Testing ◽  
Chemical Equilibrium ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Average Percentage ◽  
Learning Techniques ◽  
Significant Difference

The purpose of this study was to determine the differences in the improvement of students' thinking skills using collaborative learning techniques Think-Pair-Share and Group Investigation. The research used was a quasi-experimental research design with non equivalent control posttest design. The data collection technique used critical thinking skills questions consisting of 5 essay test questions. Based on the research results of hypothesis testing using paired simple t-test , the results obtained were sig (2-tailed) <0.05, which means that collaborative learning of GI and TPS techniques is effective on critical thinking skills than the control class. Hypothesis testing is to see significant differences between collaborative learning. TPS and GI techniques used independent sample t-test and the results obtained were sig (2-tailed) <0.05, which means that there is a significant difference between collaborative learning of GI and TPS techniques on critical thinking skills. For the average percentage of critical thinking skills in the collaborative learning class, the Think-Pair-Share technique is 80.57% and Group Investigation is 76.73%, and in the control class it is 68.45%, which means the application of collaborative learning techniques Think-Pair- Share is more effectively used in improving students' critical thinking skills on chemical equilibrium material.

scholarly journals Critical Thinking Disposition in the Pharmacy Faculty Members of Ahvaz Jundishapur University of Medical Sciences, Iran

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Masoud Ali Karami ◽  
Abdulhussein Shakurnia
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Faculty Members ◽  
Academic Rank ◽  
Medical Sciences ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
The Mean ◽  
Thinking Disposition

Background: The development of critical thinking skills and disposition in universities is an important goal of education. Evaluation of critical thinking disposition and its influential factors as a competency of faculty members has attracted the attention of educational experts. Objectives: The present study aimed to assess the critical thinking disposition of the pharmacy faculty members of Ahvaz Jundishapur University of Medical Sciences, Iran in 2018. Methods: In this descriptive, cross-sectional study, data were collected using a questionnaire consisting of two sections. The first section included demographic variables, and the second section was Ricketts critical thinking disposition inventory. The questionnaire was provided to 41 faculty members, and 36 questionnaires were completed and returned. Data analysis was performed in SPSS version 18 using t-test and Pearson's correlation-coefficient. Results: The mean score of the critical thinking disposition of the participants was 134.41 out of 165. No significant difference was observed in the mean score of critical thinking disposition in terms of gender and academic rank. Moreover, no significant correlations were denoted between the critical thinking disposition, age, and work experience of the faculty members. Conclusion: Due to the educational role of faculty members and the necessity of developing critical thinking skills in universities, continuous training must be implemented for faculty members for familiarization with various aspects of critical thinking and the required teaching strategies, followed by the promotion of these skills in students.

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